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Though this activity\u2019s partnered with the National Autistic Society, the theme is Understanding Disability. Therefore, this activity is about learning about sensory difference, which isn\u2019t necessarily linked to autism.\u003C/p\u003E","link":null,"colour":"#f1f1f1","title":"","image":null,"imageFocus":"","imageId":0,"imageKey":"00000000-0000-0000-0000-000000000000","imageCrop":"","gridType":"card","gtmId":"","gtmClass":""},{"gridType":"RichTextBlock","content":"\u003Ch3\u003E\u003Cstrong\u003EStarting the activity\u003C/strong\u003E\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EGather everyone in a group\u003C/li\u003E\n\u003Cli\u003EExplain that everyone\u2019s different and people see things differently. Some people also could have sensory differences, which means the way they see and interpret the world may be a lot different to how you might see something, too. They can be over-sensitive and under-sensitive, and sometimes we might not even know a person has them.\u003C/li\u003E\n\u003Cli\u003ETell everyone that they\u2019ll see the world differently to everyone else in the room, whether they have sensory differences or not. To show this, you\u2019re going to do an activity to understand how people see the world, objects, scenarios and items differently.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch3\u003E\u003Cstrong\u003ERun the activity\u003C/strong\u003E\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003ESplit the group into pairs. If there\u0027s an odd number of people, an adult volunteer or young leader can be in one of the pairs.\u003C/li\u003E\n\u003Cli\u003EIn each pair, one person should be \u2018A\u2019 and the other \u2018B\u0027.\u003C/li\u003E\n\u003Cli\u003EEveryone should sit back-to-back with their pair. Make sure that person B has paper and some coloured pens or pencils.\u003C/li\u003E\n\u003Cli\u003EAsk the person A in each group to think of an object. It could be an object in or around the meeting place, or one they use every day. You could make some cards with some ideas on for people to choose from.\u003C/li\u003E\n\u003Cli\u003EPerson A should try to describe the object to person B, without saying what it is.\u0026nbsp;Person B should then try to draw the object from Person A\u0027s description.\u003C/li\u003E\n\u003Cli\u003EWhen they\u0027ve finished drawing, Person B should try to guess what the object is from the drawing.\u003C/li\u003E\n\u003Cli\u003EEveryone could then swap their picture with another pair and try to guess what the object is that the other pair have drawn.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EThe person leading the activity should explain to the group that everyone\u0026nbsp;sees and interprets the world, objects or spaces differently.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch3\u003E\u003Cstrong\u003EAt the end\u003C/strong\u003E\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EGather everyone back together in a group.\u003C/li\u003E\n\u003Cli\u003EExplain that by asking people to draw and guess the same items, we can demonstrate that each person will see it or describe it differently. No-one\u2019s interpretation will be the same, although they may be similar. We\u2019ve shown that everyone\u2019s different and people see things differently.\u003C/li\u003E\n\u003Cli\u003ERemind everyone again that some people also could have sensory differences, which means the way they see and interpret the world may be a lot different to how you might see something, too. They can be over-sensitive and under-sensitive, and sometimes we might not even know a person has them. For example,\u0026nbsp;one person may find the level of noise during a game OK, but someone else may need to wear ear defenders because they hear the game differently. That makes them more comfortable, and we should be understanding and respectful of this.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EAnother example is that people may find certain background sounds, such as music in a restaurant, which other people can ignore or block out, to be unbearably loud or distracting noises. This can cause anxiety or even physical pain.\u0026nbsp;Schools, workplaces and shopping centres can be particularly overwhelming and cause sensory overload.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EYou could also use the example of autism to show how these differences aren\u2019t always obvious and explain that autistic people may see, hear and feel things in a way that can some situations more difficult for them.\u0026nbsp;Some autistic people may experience sensitivity\u0026nbsp;to sounds, touch, tastes, smells, light, colours, temperatures or pain.\u003C/li\u003E\n\u003Cli\u003ETell everyone that there are many simple adjustments that can be made to make environments better for people with sensory differences.\u003C/li\u003E\n\u003Cli\u003ESee if anyone can think of how we could help people with sensory differences at Scouts. Some ideas might be not having flashing lights, having quieter spaces, having a visual timetable, provide sunglasses or ear plugs, avoid wearing perfumes or strong deodorants, or allowing people to wear clothes they\u2019re comfortable in.\u003C/li\u003E\n\u003C/ol\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"singleColumn","areas":[{"items":[{"gridType":"gridImageBlock","gtmId":"gtmId","gtmClass":"gtmClass","image":"/media/4829/scouts-for-sdgs-artwork_h.png","width":1200,"height":214,"altText":"Logo containing the words Scouts for SDGs. 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