{"activityType":[{"id":38389,"name":"Social action"},{"id":38386,"name":"Community engagement"}],"activityCategory":"Activity","completionTime":"up to 10","cost":"Free","energy":"Ice-breaker","equipmentList":[{"id":38358,"name":"Scrap paper","description":"","type":"general"},{"id":38295,"name":"Pens or pencils","description":"","type":"general"}],"adjustments":"\u003Cp\u003E\u003Cspan\u003EGroups could think about a game or activity that you enjoy. Are there any barriers? How could it be adapted to be more inclusive?\u003C/span\u003E\u003C/p\u003E","firstProvidedBy":"","flexibilityStatement":"\u003Cul\u003E\n\u003Cli\u003E\u003Cspan\u003ENo one has to speak to the whole group, if they don\u2019t want to. They could speak to a small group, or even just a partner. More confident speakers could help them feedback. \u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EBe aware if anyone in your group is disabled or has a condition (or if anyone in their family does). They may or may not be happy to talk about it \u2013\u0026nbsp;always check with them (and their parents and carers) first. If some topics are sensitive, you may need to avoid them. \u003C/span\u003E\u003C/li\u003E\n\u003C/ul\u003E","groupSize":"Pairs","guide":null,"meetsRequirements":[{"notes":"\u003Cp\u003ERemember it will vary from person to person on how people view or describe their own disabilities.\u003C/p\u003E","subRequirementsToQualify":0,"numberOfTimeToComplete":0,"subRequirements":null,"tips":null,"optional":false,"id":48970,"nodeName":null,"title":null,"type":"","image":null,"assets":null,"headerOptions":null,"searchDescription":null,"subHeader":null,"browserTitle":null,"silktide":null,"canonicalUrl":null},{"notes":null,"subRequirementsToQualify":0,"numberOfTimeToComplete":0,"subRequirements":null,"tips":null,"optional":false,"id":48885,"nodeName":null,"title":null,"type":"","image":null,"assets":null,"headerOptions":null,"searchDescription":null,"subHeader":null,"browserTitle":null,"silktide":null,"canonicalUrl":null}],"countsTowardsBadges":[{"title":"Disability Awareness","sections":["Cubs"],"supportedBy":null,"badgeType":{"id":39282,"name":"Activity"},"activityTypes":[],"settings":[],"browserTitle":"Cubs Disability Awareness Activity Badge","url":"/cubs/activity-badges/disability-awareness/","id":40931,"nodeName":"Disability Awareness","type":"badge","image":{"url":"/media/tqjm0xbw/option-b-cub-scouts-1.png","caption":"Activity Cu Disability Awareness - updated","type":"png","size":34070,"width":474,"height":474,"altText":"Round badge featuring a line illustration of a wheelchair user and the Hidden Disabilities Sunflower icon"},"assets":null,"headerOptions":{"headerTitle":"Disability Awareness","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"","subHeader":"","silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC80MDkzMSJ9","canonicalUrl":"https://www.scouts.org.uk/cubs/activity-badges/disability-awareness/"},{"title":"Disability Awareness","sections":["Beavers"],"supportedBy":null,"badgeType":{"id":39282,"name":"Activity"},"activityTypes":[],"settings":[],"browserTitle":"Beavers Disability Awareness Activity Badge","url":"/beavers/activity-badges/disability-awareness/","id":40938,"nodeName":"Disability Awareness","type":"badge","image":{"url":"/media/n0bjdppj/option-b-beaver-scout-1.png","caption":"Activity Be Disability Awareness - updated","type":"png","size":34563,"width":474,"height":474,"altText":"Round badge featuring a line illustration of a wheelchair user and the Hidden Disabilities Sunflower icon"},"assets":null,"headerOptions":{"headerTitle":"Disability Awareness","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"","subHeader":"","silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC80MDkzOCJ9","canonicalUrl":"https://www.scouts.org.uk/beavers/activity-badges/disability-awareness/"}],"outcome":[{"id":38371,"name":"Respect others","outcomeLabel":"Respect others","outcomeDescription":"Value and trust others for who they are, regardless of their background."},{"id":38368,"name":"Care","outcomeLabel":"Care","outcomeDescription":"Help other people, think about their feelings, and care about the impact of your actions."}],"preparation":null,"preparationTime":"\u003C5","reflection":"\u003Cp\u003E\u003Cspan\u003EThis activity helped you to respect others. \u003C/span\u003E\u003Cspan\u003EWhy\u2019s it important for people to learn about disability and that some conditions may be invisible or less visible? It can help people to be more caring and thoughtful towards other people, as well as develop understanding and prevent people from being unkind or judgemental.\u0026nbsp;\u003C/span\u003E\u003C/p\u003E\n\u003Cp\u003E\u003Cspan\u003EWhy is it important to make sure disabled people are able to access things? Why is it important to ask before you try to help a disabled person?\u0026nbsp;\u003C/span\u003E\u003C/p\u003E\n\u003Cp\u003E\u003Cspan\u003EThis activity also gave you the chance to care about other people. How do you think it feels to be left out because people don\u2019t make activities accessible? How do you think it feels when people make sure that things are accessible? Why is it important that we think about accessibility? What can we do to help make things accessible? \u003C/span\u003E\u003C/p\u003E","relatedActivities":null,"setting":[{"id":38381,"name":"Indoors"},{"id":38378,"name":"Outdoors"},{"id":38376,"name":"At home"}],"supportedBy":null,"takingItFurther":"\u003Cp\u003E\u003Cspan\u003EYou could work towards your \u003Ca href=\u0022/staged-badges/community-impact/\u0022 title=\u0022Community Impact\u0022\u003ECommunity Impact Staged Activity Badge\u003C/a\u003E by taking action around disability. \u003C/span\u003E\u003C/p\u003E","whoIsItFor":"","youthShapedGuidance":"","activityTags":null,"roles":[{"id":38724,"name":"Section Teams"},{"id":38725,"name":"Young Leaders"},{"id":83893,"name":"Group Leadership Teams"},{"id":39231,"name":"Helpers"}],"sections":[{"name":"Beavers","id":39273,"logo":"","colour":null,"ageRange":""},{"name":"Cubs","id":39274,"logo":"","colour":null,"ageRange":""}],"themes":[{"id":38407,"name":"Disability"}],"searchEngineDescription":"Discuss the different ways people might be disabled, and figure out how we can adapt the world so it\u2019s accessible.","plannerTimeSlot":15.000000,"safetyAlerts":[],"safetyAlert":"","safetyTags":[],"deliveryMethods":"","permitRequired":false,"scoutLedQualifications":[],"guidance":null,"aalaRequired":false,"externalQualifications":[],"exceptions":[],"listingVideoUrl":"","disableBasicSafetyChecklist":false,"likes":0,"activitiesAdditionalInfo":{"inclusivityStatement":"\u003Cp\u003EAll Scout activities should be \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/inclusion-and-diversity/supporting-those-with-additional-needs-and-neurodiversity/reasonable-adjustments/badges-and-awards/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance on flexibility\u0022\u003Einclusive and accessible.\u003C/a\u003E\u003C/p\u003E","standardSafetyAlert":"\u003Cp\u003EAll activities must be safely managed. 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There\u2019s also more guidance to help you carry out your\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E, including examples. \u0026nbsp;\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EMake sure all young people and adults involved in the activity know how to take part safely.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EMake sure you\u2019ll have enough adult helpers. You may need some parents and carers to help.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3\u003EPlanning and setting up this activity\u0026nbsp;\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EIf you want to, you could contact an organisation such as\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.guidedogs.org.uk/\u0022 target=\u0022_blank\u0022 title=\u0022Guide Dogs website\u0022\u003EGuide Dogs\u003C/a\u003E or \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.autism.org.uk/\u0022 target=\u0022_blank\u0022 title=\u0022National Autistic Society website\u0022\u003ENational Autistic Society\u003C/a\u003E to visit and help everyone find out about disability. If anyone\u2019s disabled or knows anyone who\u2019s disabled (and they\u2019re happy to talk to the group), you could invite them along to talk about their experiences.\u003C/li\u003E\n\u003Cli\u003EIf anyone in the group has lived experience of disability, they could share their story if they feel comfortable to. It\u2019s important that no one\u2019s made to share anything they don\u2019t want to, and no one should talk about someone else\u2019s disability unless that person says it\u2019s okay. All discussions should respect people\u2019s privacy, and a person\u2019s disability should never be disclosed without their direct consent.\u003C/li\u003E\n\u003Cli\u003EYou may wish to tell everyone about the topic in advance of the session.\u003C/li\u003E\n\u003Cli\u003EYou may need to offer reassurance to anyone who may find this topic difficult. Remember to always follow the\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003EYellow Card\u003C/a\u003E.\u003C/li\u003E\n\u003Cli\u003EFind out more about\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/supporting-young-people/young-carers/\u0022 title=\u0022Young carers\u0022\u003Eyoung carers\u003C/a\u003E\u0026nbsp;and\u0026nbsp;\u003Ca href=\u0022/volunteers/equity-diversity-and-inclusion/including-disabled-and-neurodivergent-people/\u0022 title=\u0022Supporting people with additional needs\u0022\u003Edisability inclusion\u003C/a\u003E\u0026nbsp;in Scouts.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3\u003ERunning this activity\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003ESplit into small groups. Each group should talk about what they think the word disability means, and different ways people might be disabled.\u003C/li\u003E\n\u003Cli\u003EEveryone should share their ideas \u2013 what did they talk about? The person leading the game should help everyone understand what a disability is, and different ways people might be disabled. We\u2019ve included some information to get you started and help you explain.\u003C/li\u003E\n\u003Cli\u003EGet back into the small groups. The person leading the activity should give each group a different impairment or condition to consider. For example, some people could think about sight impairments, others could think about people who use wheelchairs, or people with dyslexia.\u003C/li\u003E\n\u003Cli\u003EGroups should think about barriers people might face. What sorts of things might mean they\u2019re left out or excluded?\u003C/li\u003E\n\u003Cli\u003EGroups should talk about things that could get rid of or avoid these barriers to make places and activities accessible. We\u2019ve included some examples, to get you started.\u003C/li\u003E\n\u003Cli\u003EEveryone should come back together and share some of their ideas. What can you do to make sure everyone\u2019s included?\u003C/li\u003E\n\u003C/ol\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":true,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EA disability happens when a person has a condition, such as cerebral palsy, Down syndrome or depression, and they face challenges because of how the world around them is set up. It can make it harder or impossible for them to do something or to be included. For example, some people might not be kind, places like buses or buildings might be hard to use, or there might not be enough help or support for them. (definition sourced from the World Health Organisation).\u003C/p\u003E\n\u003Cp\u003EWe can\u2019t tell whether someone is disabled just by looking at them. Sometimes it\u2019s easier to tell that someone will have challenges \u2013 for example, if they\u2019re using a wheelchair or have a guide dog. But there are lots of things you can\u2019t see, for example, if some has difficulties with reading, hearing, seeing, walking for a long time, or staying focused. These may be called hidden or invisible disabilities.\u003C/p\u003E","label":"What is disability?"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EAt Scouts, we follow the social model of disability. The social model of disability is a way of viewing the world, developed by disabled people. The model says that people are disabled by barriers in society, not by their impairment or difference. Barriers can be physical, such as buildings not having accessible toilets or not having access to an BSL interpreter. Or they can be caused by people\u0027s attitudes to difference, such as people assuming disabled people can\u0027t do certain things.\u00A0\u003C/p\u003E\n\u003Cp\u003EThe social model helps us recognise barriers that make life harder for disabled people. Removing these barriers creates equality and offers disabled people more independence, choice and control.\u00A0\u003C/p\u003E\n\u003Cp\u003EYou can \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scope.org.uk/social-model-of-disability\u0022 target=\u0022_blank\u0022 title=\u0022Social model of disability on Scope\u0027s website\u0022\u003Efind out more about the social model of disability on Scope\u0027s website\u003C/a\u003E.\u00A0\u003C/p\u003E\n\u003Cp\u003ERemember, although we\u0027ll use certain wording, in-line with the social model, it\u0027ll vary from person to person on how people view or describe their own disabilities. It\u0027s important to take the person\u0027s lead, and use the words that they use if you\u0027re having a conversation about disability.\u003C/p\u003E","label":"What\u2019s the social model of disability?\u00A0"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EEvery \u003Cstrong\u003Ewheelchair user\u003C/strong\u003E is an individual, so people\u2019s needs will be different. In general, though, some wheelchair users might need:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003Eplaces to have ramps or lifts instead of (or as well as) stairs.\u003C/li\u003E\n\u003Cli\u003Eplaces to have an accessible toilet with equipment that helps them use it.\u003C/li\u003E\n\u003Cli\u003Ethe red cord in disabled toilets to be left loose, so they can pull it if they need help.\u003C/li\u003E\n\u003Cli\u003Epeople to make things such as light switches or cupboards lower down, so they can reach\u0026nbsp;them while sitting.\u003C/li\u003E\n\u003Cli\u003Ea space (instead of a chair) at places such as the cinema.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003EEveryone who is \u003Cstrong\u003Eblind or partially sighted\u003C/strong\u003E (or has a \u003Cstrong\u003Evisual impairment\u003C/strong\u003E) is an individual, so people\u2019s\u0026nbsp;needs will be different. In general, though, some people might need:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003Ethings like boxes of medicine to have braille on, so they know what\u2019s inside.\u003C/li\u003E\n\u003Cli\u003Etelevision shows, films, or plays to be audio described.\u003C/li\u003E\n\u003Cli\u003Eroad crossings to make a noise so they know when it\u2019s safe to cross.\u003C/li\u003E\n\u003Cli\u003Ea bumpy floor near a road crossing to warn them where a road is.\u003C/li\u003E\n\u003Cli\u003Etheir computer or phone to read out loud (so they need people to make sure their websites can be read by technology).\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003EEveryone with \u003Cstrong\u003Edyslexia\u003C/strong\u003E is an individual, so people\u2019s needs will be different. In general, though, some people with dyslexia might need:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003Everbal (spoken) instructions rather than written ones.\u003C/li\u003E\n\u003Cli\u003Etext in a different colour, size, or font.\u003C/li\u003E\n\u003Cli\u003Etheir computer or phone to read out loud (so they need people to make sure their websites\u0026nbsp;can be read by technology).\u003C/li\u003E\n\u003Cli\u003Espell checking software.\u003C/li\u003E\n\u003Cli\u003Emore time to do tasks that involve reading and writing (and/or more frequent breaks).\u003C/li\u003E\n\u003Cli\u003Eways to show what they know without writing (for example, drawing or talking to someone).\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","label":"Examples of adjustments and accessibility "}]}]}],"config":null}]},"ownerAuthor":null,"porRules":null,"id":40945,"nodeName":"Distinguishing disability","title":"Distinguishing disability","type":"activity","image":{"url":"/media/3342/distinguishing-disability.jpg?width=800\u0026height=450\u0026v=1d9becea6de57b0","caption":"Distinguishing disability (scene)","type":"jpg","size":258747,"width":1920,"height":1080,"altText":"Buddy the dog admiring a guide dog he has met in the park."},"assets":[],"headerOptions":{"headerTitle":"Distinguishing disability","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"Discuss the different ways people might be disabled, and figure out how we can adapt the world so it\u2019s accessible.","subHeader":"Discuss the different ways people might be disabled, and figure out how we can adapt the world so it\u2019s accessible.","browserTitle":null,"silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC80MDk0NSJ9","canonicalUrl":"https://www.scouts.org.uk/activities/distinguishing-disability/"}