2010 National Scout Jamboree

disAbilities Awareness Challenge

Field Events

 

Archery  Multiple loss of use of limbs - one arm and legs 

Equipment Needed: Specially designed platforms for wheelchair with stand to hold bow, straw backstop, bows, ground quivers, arrows, targets

Procedure: Shooter sits in wheelchair and tucks one hand under his thigh.  Be sure feet are on foot rests and brakes are set. If necessary, able-bodied partner steadies chair from behind.  Following range commands, he takes an arrow from the quiver, knocks it, aims and releases when “fire” command is given.  When all arrows have been expended, “cease fire” command is given and “miraculously healed” shooters retrieve their arrows.  The next group takes their spots in the chairs.

Scenario: You love to shoot at the archery range and earned the merit badge last year at camp.  Since then you were involved in an accident that caused you to lose the use of one arm and your legs.  Your troop has arranged special equipment to allow you to shoot again this year. You are determined to get your form back, so it’s off to the range!

 

 

Beep Baseball  Blindness

Equipment Needed: Beep Ball bases, base controller, power supply and electrical hook-up; BeepBalls & chargers, bats (various sizes), blindfolds (optional)

Procedure: Each team is made up of 7 “blind” and 2 sighted participants, who will rotate through each position. Explain that though the basics of the game are similar to baseball, there are some significant differences.  First, the batter and fielders are all blind – either blindfolded or on “Scout’s Honor” to keep eyes closed. Only the pitcher and catcher are sighted – they are also on the same team as the batter.  Next, there is no second base but, rather, bases only at the first and third positions.  The batter slowly swings the bat so the pitcher knows where to aim his pitch.  The pitcher holds the ball with the beeper toward the batter and must clearly say “READY” before starting his pitch and “PITCH” as the ball is released. If the batter hits the ball, one of the two bases is activated by an impartial staffer.  The batter must determine which base is buzzing and run to it. If he reaches base before a fielder secures the ball, a run is scored.  The fielders locate the ball by its beeping sound.  If they can secure the ball and hold it above their head before the batter reaches base, the batter is out.  A batter is allowed four strikes and only one passed ball.  A hit ball must travel at least 40 feet to be considered fair; A hit ball that does not reach the 40 ft line is a foul ball.

Scenario:  There is a National Beepball Association with traveling teams who play a regular season and a tournament for a national championship.  They are die-hard players who aren’t afraid to dive for a ball or go all-out to score a run.  OK, it’s the bottom of the last inning, there are two outs, the score is tied and you’re up with the chance to win the game.  PLAY BALL!  

 

Bowling  Loss of use of legs

Equipment Needed:  Bowling alley, wheelchair, pins, bowling balls (various sizes), ball launching ramp

Procedure: Run activity on buddy system – one pin spotter and one bowler.  Pin spotter waits at end of alley, removes fallen pins, returns ball and resets pins.  Bowler sits in wheelchair.  Be sure feet are on foot rests and the brakes are set.  He takes the ball, lines up his shot and releases, either freehand or using ramp.  Then, switch roles.  

Scenario:  Living your life in a wheelchair won’t slow you down!  In fact, you’re thinking of joining the new wheelchair bowling league that’s forming in your community.   It’s off to the bowling alley with friends – after all, practice makes perfect!

 

 

 

Cane Maze Blindness

Equipment Needed:  Tapping cane (or Fiberglass wand), course constructed of PVC tubing, blindfolds

Procedure:  Blindfold participant or put on “Scout’s Honor” to keep eyes closed.  Walk him to one end of maze and guide him to move cane back and forth to stay on the pathway.  Caution him that there may be other obstacles in his path and send him on his way.  You may use other Scouts (standing still) as obstacles.

Scenario:  An independent blind person can be easily recognized in the community by his white cane with a red end.  The individual uses the cane by positioning it in front of himself and making sweeping back and forth tapping strokes.  He can feel and hear obstacles and changes of the surface to safely navigate. So, how important is your eyesight?  Take this challenge to find out.

 

 

 

Compass Blindness

Equipment Needed: Standard compass, Braille compass, blindfold (optional)

Procedure:  Tell Scouts that, even with the increasing use of GPS, most Scouts still learn the basics of  map and compass to navigate. Ask who can use a compass to find NORTH and select a volunteer.  Give him the standard compass and have him find NORTH.  Now ask, “What if you couldn’t see the compass?”  Wait for answers . . . hand him the Braille compass and tell him to CAREFULLY open it and find NORTH.  Then explain how to use the Braille compass, pointing out the differences.  Explain that most sighted people use too much pressure as they try Braille – when they do so, they can’t really feel the dots; an extremely light touch is needed (just barely brushing the dots’ surface).  Be sure to emphasize the care and light touch needed as compass is very expensive (about $100 to replace).  Point out also that most blind people don’t read Braille, it must be learned, just like a foreign language.  Now, blindfold him or put him on “Scout’s Honor” to keep eyes closed, turn him several times (switching direction and turning with him) and have him find NORTH while blind.

Scenario:  Did you ever say something like, “I can find my way with my eyes closed”?  Well, here’s your chance to find out if that’s true.

Golf Loss of use of arm or Blindness

Equipment Needed: Golf clubs (various – irons, drivers, putters), tees, whiffle & standard golf balls, net w/supports, putting green (outdoor carpeting w/hole, flag w/cricket attached)

Procedure:  Driving - Have Scout tuck his dominant hand behind his back.  Explain that if he were to lose an arm due to injury, it would most likely be his dominant one.  Have him tee up a ball and drive it into the net while holding the club with his other hand.  Putting – Scouts pair up as buddies; one “blind” one sighted.  Explain that the sighted buddy will assist in aligning their friend to make the putt but that they need to listen and aim for the cricket to make an accurate shot. Blindfold the putter or put him on “Scout’s Honor” to keep eyes closed.  Activate the cricket and let the team take to the green.  Switch roles.

Scenario:  Any golfer will tell you it’s not really as easy as it seems.  What if you had the extra challenge of dealing with a disability?  Step right up and try your hand (pun intended).

 

 

Home Challenge Various

Equipment Needed: Mini-kitchen, household products, gloves, everyday use items, clothing, adaptive equipment, wheelchair, crutches

Procedure:   Participants will cope with daily living conditions through a series of problems which mimic the loss of various senses or body functions.  Challenges include grasping out of reach items, wearing gloves to simulate numbness (unwrapping candy, count coins, writing a note), using a gripper to reach items on high shelving, dressing with one hand, overcome problems in the kitchen – cabinet doors and drawers, reaching, grasping and pouring, etc.

Scenario:  Every day we do hundreds of tasks easily without really thinking about them.  What if those tasks weren’t so easy?  How would you cope?

 

 

Laser BB Range Blindness

Equipment Needed: Darkened BB range (GP Medium tent, straw bales for backstop, benches & tables), BB guns w/”pencil” laser pointers attached to sights, targets, blindfolds (optional), flagging to rope off range

Procedure:   Run activity on buddy system – one spotter/aimer and one “blind” shooter at each firing position.  Using a laser pointer attached to a BB gun, teams will aim at the target and shoot.  After targets are posted, blindfold shooters or put on “Scout’s Honor” to keep eyes closed.  Explain that after the range officer gives the “FIRE AT WILL” range command, the spotter will direct shooter where to aim using the laser dot on the target.  When dot is centered, spotter tells shooter “STEADY”, followed by “SHOOT”.  When shooters have each fired allotted rounds, the range officer gives the“CEASE FIRE” range command, targets are retrieved and positions switch.

Scenario:  So, you’re pretty good on the rifle range at camp.  Well, how would you aim if you couldn’t SEE your target?  Get your buddy and see how the two of you can cope with this challenge!

 

 

 

 

Mind Bender Dysgraphia/dyslexia

Equipment Needed: Mirror tracing boxes w/mirrors, pencils, “star” forms, text examples

Procedure:  Dysgraphia - Have participants take seats at each mirror tracing box, explain activity and distribute tracing patterns.  Be sure to play the “teacher role” – hover over tracers, insist in neatness, no cheating, do not turn your paper, finish on time, etc.  When patterns are completed, give “dictation” instructions, then discuss their perceptions of the activity.  Dyslexia – distribute example sets.  Select a Scout to read each example.  Instruct Scouts to read their example AS THEY SEE IT.  Let them struggle and allow others to react as they may.  Resist the temptation to correct the readers or the reactions of the rest of the Scouts.  After each reading, explain that type of Dyslexia as shown on the key.

Scenario:  Today I have a very simple task for each of you.  Here is a simple pattern made with two concentric shapes.  Your assignment is to draw a third pattern by following inside the parallel lines – just like driving down the road.   Oh . . . but you have a perceptual disability.  While doing this assignment, you must look over the box apparatus and see what you are doing in the mirror – no looking at your hand or under the box.  Be prepared . . . your hand will be receiving mixed messages from your brain.  You may begin.  “teacher role” here - - - then, when all have finished: Alright, let’s try some writing.  Once again, you will have a perceptual disability, this time specifically in writing.  This is called Dysgraphia.  You must write what I say so it looks correct in the mirror. Try (suggestions) the number “2”, lower case “g”, lower case “e”, “Z”, capital “R”, lower case “d”.  Now, be sure to write your name on your paper.  What would your reaction be if I told you your homework assignment is to write a list of ten spelling words ten times each and you have this disability?  This is one reason some special education students have reduced assignments.  It is also an example how the computer has come to be a vital tool for disabled people to do homework or write papers.  OK, now take your paper out of the box and look at it.  What you see now is a simulation of what a person with Dyslexia might see in reading a normal text.  Here are a few more examples of what a person with Dyslexia might “see” when they read.  Who wants to read the first one? Be sure to read it as you see it.  Many people with Dyslexia persevere and learn to compensate for their disability and go on to do great things.

 

 

 

Obstacle Course Injury requiring use of crutches

Equipment Needed: Crutches, various obstacles – stairs, balance beam w/alligators, barrel (or hurdle), chair

Procedure:  With one leg incapacitated, participants will use crutches to navigate through an obstacle course – climbing and descending steps, clearing a hurdle, negotiating tires, completing a balance beam , sitting down and rising from a chair.

Scenario:  You’ve all seen it – a fellow Scout comes to a troop meeting or classmate shows up at school on crutches.  Usually the conversation centers around something like, “Man, what happened to you?”  Only rarely does someone ask, “What’s it like to have to cope with crutches?”  Well, here’s your chance to find out.  Be sure to keep your foot up!

 

 

 

 

 

 

Signing Deafness

Equipment Needed: Sign language posters, The Joy of Signing book, large wooden letters

Procedure:  Enthusiastically welcome Scouts and introduce yourself by speaking with NO VOICE.  They need to try to lip read.  After “talking” this way to them for a while, use your voice to explain how many, but not all, people with a hearing loss rely on lip reading.  Stress the need of the person to see the speaker’s lips in order to understand/take part in the conversation.  Using the wooden letters, mouth words for them to spell out.    Show the Joy of Signing book and look up a few signs, then show the manual alphabet posters and demonstrate how to make each letter.  Have everyone in the group finger-spell their own name, Have the Scouts buddy up and use the sign language posters to send a short message to each other.

Scenario:  So, could each of you hear me?  Who can tell me what I said?  I’ll bet not many, if any, of you could.  A similar situation is faced every day by those with a profound hearing loss or deafness.  Many, though not all, can compensate at least partially by lip reading.  To do so, the “listener” must be able to clearly see the lips of the speaker to take part in the conversation.  Even an experienced lip reader can be confused by words that aren’t clearly pronounced.  Let’s see if you can “hear” a few more words.  Take the letters and spell the words I “say”:        .  Has anyone ever seen someone use sign language?  Actually there are several different sign languages.  In fact, many schools and universities offer sign language courses as a foreign language.  Here in the U.S., American Sign Language is the visual and gestural language used by many deaf individuals.  Here are the signs for:          . The manual alphabet is used mainly for finger-spelling when a specific sign is not known.  Let’s each spell our name.  Pick a buddy and each send a short message to the other.

 

 

 

Tent of Possibilities Adaptive equipment

Equipment Needed: Large tent, tables, lights (if tent is dark), adaptive equipment from ATT Pioneers

Procedure:  Explain that there are many ways to assist those with disabilities that don’t depend on commercially-made adaptive devices.  Share and explain the devices found in the tent and challenge the Scouts to think of ways they can personally make a difference for someone with a disability.

Scenario:  In this tent is a variety of adaptive equipment that has been made by volunteers from the Telephone Pioneers of America to assist children and/or adults who have disabilities.  These items are designed to help them with daily living tasks, education, recreation and entertainment activities.  As you will see, many of these items can be made by anyone.  Does anyone in the group have any kind of service project coming up in their future?

 

 

 

 

 

 

 

 

 

Trust Run Blindness

Equipment Needed: Tensioned cable w/supports, straw bale backstop pulley w/belay strap & carabineer, safety harness (various sizes), bindfold (optional)

Procedure:       This activity may seem uncomfortable to some, it will be safe. Help the Scout into the safety harness and have him test to see that it will protect him in the event of a fall.  Blindfold the Scout or put him on “Scout’s Honor” to keep eyes closed.  When he is ready, have him run as fast as he can until told to stop.  After he finished, ask for feedback.

Scenario:  Have you ever tried to find your way through a pitch black room with NO light? Would you want to run flat out over uneven ground if you couldn’t see?  Why not?  We have the opportunity for you to do just that in a safe manner

 

 

 

Unfair Hearing Test Hearing loss

Equipment Needed: “Unfair Hearing Test” tape or CD, tape/CD player, test recording forms, pencils

Procedure:  Make the introductory statement on hearing loss.  Emphasize that it doesn’t show, it’s often slow to develop, it’s becoming more widespread and is irreversible without hearing aids.  Play the tape, stopping after each reading to review what the Scouts heard.  Seek feedback/reflection at end of exercise.

Scenario:  Not all physical disabilities are obvious to see.  It takes close observation to see any indication that someone has a hearing loss.  In fact, since damage often happens slowly, one can have a hearing loss and not realize it for quite some time.  Methods of compensation such as lip reading and context observation evolve as the hearing loss develops.  Although age, genetics and disease are often major factors, extended exposure to loud sound – such as headphones, ear buds, and intense bass in car speakers - is a growing cause of hearing loss.  Once the damage has occurred, your body cannot recover without the use of hearing aids.  Let’s try an experiment to see how hearing loss could affect you.  I’m going to play a tape simulating a hearing loss.  Your task is to write the list of words from the tape.  Be sure to listen carefully, it won’t be repeated.  Everyone ready . . . here we go.

 

 

 

Volleyball Loss of use of arm

Equipment Needed: Volleyball court w/net (each side 20’ x 20’), volleyball

Procedure:    Have Scouts tuck their dominant hands behind their backs (or inside shirts) and explain why.  Divide the group into two teams and send them on to the court.  Toss the volleyball into play and have them volley to see how long they can keep it going using maximum of three hits per side.

If time and traffic permits, have them then play a game up to a score of 7.  Seek feedback.

Scenario:  Raise the hand you write with.  Now tuck it into your belt behind your back or into your shirt.  Count off.  All even numbers go to this side, all odd numbers on that side.  OK, let’s see how long you can keep a volley going . . . no more than three hits on each side of the net.  With only one hand each, teamwork will be even more important.

 . . . So, how did that feel to you?  What was the hardest part? 

 

 

 

Wheelchair Basketball Loss of use of legs

Equipment Needed: Basketball court (preferably shaded), two basketball goals, basketball, wheelchairs (10), whistle

Procedure:  First . . . NO ONE SITS IN CHAIRS UNTIL TOLD TO DO SO!  Violators may not be allowed to play.  Explain the rules of the game and emphasize the safety aspect.  We’re not here for cut-throat competition, but to get an idea of the game.  Divide into teams of 4 or 5 and allow play for ___ minutes.  Seek feedback at end of play.

Scenario:  Wheelchair Basketball is a form of basketball usually played by the physically impaired.  Participants play on specially designed wheelchairs, built specifically for the sport.  The chairs we are using aren’t competition chairs.  Wheelchair basketball retains most major rules and scoring of basketball, and maintains a 10-foot basketball hoop and standard basketball court. The exceptions are rules which have been modified with consideration for the wheelchair. For example, "travelling" in wheelchair basketball occurs when the athlete touches his wheels more than twice after receiving or dribbling the ball. The individual must pass, bounce or shoot the ball before he or she can touch their wheels again. A player, may, however, wheel the chair and bounce the ball simultaneously just as an able-bodied player runs and bounces the ball simultaneously in regular basketball.

   Contact with Players - The chair is considered a part of the player. Rules of contact in regular basketball (charging, blocking, etc.) apply to wheelchair basketball rules.
   Time Limits - An offensive player cannot remain more than 4 seconds in the free throw lane while the player's team is in possession of the ball.
   Loss of the Ball - If a player in possession of the ball makes any physical contact with the floor or tilts the chair so far backward that the anti-tip (safety) casters touch the floor, it is a violation and the ball is awarded to the other team.
   Out-of-Bounds - A player is considered out-of-bounds when any part of the player's body or wheelchair touches the floor on or outside the boundary.
   Physical Advantage Foul - Because of the varying causes and manifestations (degrees) of disability among participants, a basic rule of keeping firmly seated in the wheelchair at all times and not using a functional leg or leg stump for physical advantage over an opponent is strictly enforced. An infraction of wheelchair basketball rules (rebound, jump ball, etc.) constitutes a physical advantage foul. Three such fouls disqualify a player from the game, according to wheelchair basketball rules. Two free throws are awarded and the ball is given to the opposing team, out of bounds.
   Falling - If a player falls out of the chair during play, the officials will immediately suspend play if there is any chance of danger to the fallen player. If not, the officials will withhold their whistles until the particular play in progress has been completed. If a player falls out of the chair to gain possession of the ball or by falling keeps opponents from gaining possession of the ball, the ball is awarded to the opposing team.