{"activityType":null,"activityCategory":"Activity","completionTime":"30","cost":"\u00A3","energy":"Focusing","equipmentList":[{"id":0,"name":null,"description":"Copies of Matching pairs cards","type":"specific"}],"adjustments":"\u003Cul\u003E\n\u003Cli\u003ETo make this activity easier, you could just give the picture cards to the groups. A volunteer could read out each profession/job, and groups try to identify the matching person. \u0026nbsp; Or, just show everyone the pictures, talk through who\u2019s who. \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003ETo make this activity harder, you could add an extra challenge and involve some physical activity, by hiding icons and/or definitions around the meeting place, or including a relay race.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","firstProvidedBy":"","flexibilityStatement":"\u003Cul\u003E\n\u003Cli\u003EIf someone in the group may find it hard to see the pictures, make sure to also provide the names so that others can read them aloud.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EWhen running an activity about disability, remember that someone in the group may have lived experience - whether they are disabled themselves, or have a friend or family member who is. They may choose not to share their experiences, and that\u0027s okay. It\u0027s important to create a safe, inclusive space where everyone feels comfortable. Encourage open communication, while ensuring care and respect are shown by everyone, following the\u0026nbsp;\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/the-scout-promise/the-scout-law-and-values/\u0022 title=\u0022The Scout Law and Values\u0022\u003EScout Values\u003C/a\u003E.\u003C/li\u003E\n\u003C/ul\u003E","groupSize":"Teams","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}],"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/"}],"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":"30","reflection":"\u003Cp\u003EIn this activity everyone learned about different disabilities. Did anything surprise you? \u0026nbsp;Were you surprised that they all the celebs were disabled, or had a condition which could be a disability? Why or why not?\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EWhat assumptions do you think some people might make about someone who\u2019s disabled? How do you think disabled people are often viewed in society? Is this fair?\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EPeople might make assumptions \u2013 they might think someone can\u2019t do something or understand something because they have a disability, or assuming they must be good at or interested in a particular thing (e.g. They have a physical disability, so they must be good at disability sports and want to be a Paralympian. Or, they\u2019re autistic, so they must have an extra special talent) \u0026nbsp;Just like anyone, disabled people are all unique, and will have different hobbies/interests, likes/dislikes, and strengths and difficulties. \u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EIs it important that people know that lots of disabilities aren\u2019t visible or easy to spot? It might help make people more understanding, and prevent assumptions, criticism, or discrimination. For example, someone might be unfairly challenged for using an accessible parking space or accessible toilet, even though they may need it. \u0026nbsp;\u003C/p\u003E","relatedActivities":null,"setting":[{"id":38381,"name":"Indoors"}],"supportedBy":null,"takingItFurther":"\u003Cp\u003EPeople could share what you\u2019ve found out with someone else. They could do this in the session or outside of Scouts. \u0026nbsp;They could make a poster, show a video they found, chat to someone about what they found out, or make a quiz or true/false game.\u0026nbsp;\u003C/p\u003E","whoIsItFor":"","youthShapedGuidance":"\u003Cp\u003EAllow space for young people to share any lived experience they may have, if they\u2019re comfortable to do so, but make sure no one feels put on the spot. \u0026nbsp;\u003C/p\u003E","activityTags":[{"id":38508,"name":"Reflecting"}],"roles":[{"id":38724,"name":"Section Teams"},{"id":83901,"name":"Cubs Section Teams"},{"id":83902,"name":"Scouts Section Teams"},{"id":39240,"name":"Group Lead Volunteers"},{"id":38725,"name":"Young Leaders"},{"id":39231,"name":"Helpers"}],"sections":[{"name":"Cubs","id":39274,"logo":"","colour":null,"ageRange":""},{"name":"Scouts","id":39275,"logo":"","colour":null,"ageRange":""}],"themes":[{"id":38407,"name":"Disability"}],"searchEngineDescription":"Match pictures of celebrities with their jobs and learn about disability.  ","plannerTimeSlot":30.000000,"safetyAlerts":[{"title":"Online safety","alert":"\u003Cp\u003E\u003Cspan\u003ESupervise young people when they\u2019re online and give them advice about staying safe. Take a look at our\u003C/span\u003E\u003Cspan\u003E\u00A0\u003C/span\u003E\u003Cspan\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safeguarding-in-the-programme/scouting-online-safely/\u0022 title=\u0022Staying safe online\u0022\u003Eonline safety\u003C/a\u003E\u003C/span\u003E\u003Cspan\u003E or \u003C/span\u003E\u003Cspan\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022http://nspcc.org.uk/bullying\u0022 target=\u0022_blank\u0022 title=\u0022Bullying (NSPCC)\u0022\u003Ebullying\u003C/a\u003E guidance. The \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.nspcc.org.uk\u0022 target=\u0022_blank\u0022\u003ENSPCC\u003C/a\u003E\u00A0\u003C/span\u003E\u003Cspan\u003Eoffers more advice and guidance, too\u003C/span\u003E\u003Cspan\u003E. If you want to know more about specific social networks and games, \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.childnet.com/\u0022 target=\u0022_blank\u0022 title=\u0022Childnet\u0022\u003EChildnet\u003C/a\u003E\u00A0\u003C/span\u003E\u003Cspan\u003Ehas information and safety tips for apps. \u003C/span\u003EYou can also report anything that\u2019s worried you online to the \u003Ca rel=\u0022noopener\u0022 tabindex=\u0022-1\u0022 href=\u0022https://www.ceop.police.uk/safety-centre/\u0022 target=\u0022_blank\u0022 title=\u0022Safety centre (CEOP)\u0022\u003EChild Exploitation and Online Protection Command\u003C/a\u003E\u003Cspan\u003E.\u00A0\u003C/span\u003E\u003Cspan\u003EAs always, if you\u2019ve got concerns about a young person\u2019s welfare, including their online experiences, follow the \u003C/span\u003E\u003Cspan\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Young People First - Yellow Card\u0022\u003EYellow Card\u003C/a\u003E to make a report\u003C/span\u003E\u003Cspan\u003E.\u003C/span\u003E\u003C/p\u003E"}],"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. You must complete a thorough \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u0026nbsp;and take appropriate steps to reduce risk. Use the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. Always get\u0026nbsp;\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval for the activity\u003C/a\u003E, and have suitable\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u0026nbsp;and an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process.\u003C/p\u003E\n\u003Cp\u003EYou must run your activities in line with the \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\u003ESafeguarding Code of Conduct for Adults (Yellow Card)\u003C/a\u003E and report any concerns to the UK HQ Safeguarding Team.\u003C/p\u003E","basicChecklist":"\u003Cul\u003E\n\u003Cli\u003EComplete a \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EHave the right \u003Ca href=\u0022/volunteers/running-your-section/adult-to-young-people-ratios/\u0022 title=\u0022Adult to Young People ratios\u0022\u003Eratios\u003C/a\u003E of number of adults to provide suitable\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003ESet up an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safe-scouting-and-emergency-procedures/\u0022 title=\u0022Safe Scouting and Emergency Procedures\u0022\u003EKnow what to do in an emergency\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EShare information with parents and carers with an\u003C/span\u003E \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/general-activity-guidance/activity-information-form/\u0022 title=\u0022Activity information form\u0022\u003E\u003Cspan\u003Eactivity information\u003C/span\u003E\u003Cspan\u003E form\u003C/span\u003E\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EGet \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval from your Lead Volunteer.\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","scoutLedAvailable":"\u003Cp\u003EThis activity can be led by you or someone else in Scouts:\u003C/p\u003E","permitRequired":"\u003Cp\u003EThe activity leader must have an \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/activity-permit-scheme/adventurous-activity-permit-scheme/\u0022 title=\u0022Adventurous Activity Permit Scheme\u0022\u003Eadventurous activities permit\u003C/a\u003E with the right level and permissions for your group.\u003C/p\u003E","externallyLedAvailable":"\u003Cp\u003EYou can go to a centre or use an activity leader who\u0027s not part of Scouts:\u003C/p\u003E","aalaRequired":"\u003Cp\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.hse.gov.uk/aala/index.htm\u0022 target=\u0022_blank\u0022 title=\u0022AALA licence\u0022\u003EAn AALA licence is required\u003C/a\u003E.\u003C/p\u003E","aalaExempt":"\u003Cp\u003EIf the provider is exempt from the AALA licence.\u003C/p\u003E","publicLiabilityInsurance":"\u003Cp\u003EThe provider must have public liability insurance.\u003C/p\u003E","actvityLink":"/activities/"},"duration":30,"instructions":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch3\u003EBefore you begin\u0026nbsp;\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EUse the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safety-checklist-cards/safety-checklists-for-team-members/\u0022 title=\u0022Staying Safe - Section Volunteers\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. There\u2019s guidance to help you carry out your \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\u003EPrint a set of cards for each group and a copy for the answer sheet.\u003C/li\u003E\n\u003Cli\u003ECut out each set of cards, keeping each one separate, then mix up the cards in each set. You could pop each one in an envelope.\u0026nbsp;\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 \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 \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 \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 in Scouts.\u003C/li\u003E\n\u003C/ul\u003E","gtmId":"","gtmClass":""},{"gridType":"RichTextBlock","content":"\u003Ch3\u003ERunning this activity\u00A0\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EGather everyone together and explain you\u2019re going to play a game of matching pairs, where they need to match a celebrity to the job. \u00A0\u003C/li\u003E\n\u003Cli\u003EAsk everyone to get into smaller groups and give each group a well-shuffled set of cards.\u00A0\u003C/li\u003E\n\u003Cli\u003EExplain that their task is to match the people with their jobs. You might want to give them a set amount of time to do this. \u00A0\u003C/li\u003E\n\u003Cli\u003EWhen everyone\u2019s finished, or the time is up, give everyone the answers and see who got the most correct answers. \u00A0\u003C/li\u003E\n\u003Cli\u003EAsk everyone is they can think of anything that the people on the cards might have in common. Alternatively, you could ask everyone to separate the pictures into two piles \u2013 those who are disabled, and those who are not disabled.\u00A0\u003C/li\u003E\n\u003Cli\u003EExplain that all these people are disabled or have a condition that means they may be disabled. Some people use words like \u2018disabled\u2019 or \u2018disability\u2019 to talk about themselves. Others might focus on describing the condition they have and how it affects their daily life. Everyone is different, and people explain it in a way that feels right for them. Some might use the word \u2018disability\u2019 or \u2018disabled,\u2019 and some might not. If you\u2019re talking to or about someone, it\u2019s always a good idea to listen to them and use the words they choose.\u00A0\u003C/li\u003E\n\u003Cli\u003EAsk if anyone knows any of the disabilities or conditions that the people on the cards might have. You could share some information about each person using the facts on this page.\u00A0\u003C/li\u003E\n\u003Cli\u003ETell everyone that you can\u2019t always tell if someone is disabled just by looking at them. Disabilities can be visible or invisible, and both are equally important to understand and respect. Did you know in the UK, more than 1 in 5 people are disabled, including more than 1 in 10 children? In the world, it\u2019s estimated that about 1 in 6 people are disabled. (Statistics source: Scope, 2024)\u00A0\u003C/li\u003E\n\u003Cli\u003EExplain that it\u2019s important not to stereotype or make assumptions about who is or isn\u2019t disabled, or about what disabled people can or can\u2019t do. Everyone is unique, whether they\u2019re disabled or not. Just like anyone else, disabled people have different jobs, hobbies, interests and talents. They\u2019re good at some things and not so good at others\u2014just like everyone else. People with disabilities can achieve amazing things in all areas of life, and their abilities and interests are as diverse as anyone else\u2019s.\u00A0\u003C/li\u003E\n\u003Cli\u003EFinally, ask everyone if they can think of anything else any of the people on the cards have in common. Three of them have a special connection to Scouts. \u00A0Warwick and Ellie are \u003Ca href=\u0022/about-us/our-people/scout-ambassadors/\u0022 title=\u0022Scout Ambassadors\u0022\u003EScout Ambassadors\u003C/a\u003E and Karen is a \u003Ca href=\u0022/about-us/our-people/scout-adventurers/\u0022 title=\u0022Scout Adventurers\u0022\u003EScout Adventurer\u003C/a\u003E!\u003C/li\u003E\n\u003Cli\u003EIf you wish to, you could find out more about a disability or condition. \u00A0It could be something mentioned in this activity, or something else people are interested in finding out more about. People could do this in pairs or in groups. You could also vote and choose a disability or condition to learn more about as one big group. People should think about how they could learn more about their chosen disability. They could:\u00A0\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cul\u003E\n\u003Cli style=\u0022list-style-type: none;\u0022\u003E\n\u003Cul\u003E\n\u003Cli\u003EInvite in someone who knows about the disability or condition to talk to the group, such as someone with the disability or condition who does public speaking. You could also ask a charity or an organisation that supports people with the disability or condition. \u00A0\u003C/li\u003E\n\u003Cli\u003EIf someone in the group has a disability or condition, they may wish to speak to the group about their personal experiences if they\u2019re happy and comfortable to.\u00A0\u003C/li\u003E\n\u003Cli\u003EMake a leaflet or presentation using personal experiences or reliable information from disability charities. For example, you could use Scope, Leonard Cheshire or Mencap, or a specific charity related to the disability. \u00A0\u003C/li\u003E\n\u003Cli\u003EWatch a documentary, film or TV series that highlights the experiences of individuals with the disability or condition. You could then have a group discussion to share thoughts and insights.\u00A0\u003C/li\u003E\n\u003Cli\u003ERead a book, article or personal blog written by someone with the disability or condition. You could then hold a book club-style session to discuss it.\u00A0\u003C/li\u003E\n\u003Cli\u003EWrite and illustrate a short book or zine that include the disability or condition in an engaging and approachable way for a younger audience.\u00A0\u003C/li\u003E\n\u003Cli\u003EVolunteer, gather donations or fundraise for a charity or organisation that supports individuals with the disability or condition.\u00A0\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/li\u003E\n\u003C/ul\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":true,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cul\u003E\n\u003Cli\u003EWarwick Davis is an actor who has restricted growth, sometimes known as dwarfism. Warwick\u2019s also a Scout Ambassador!\u00A0\u003C/li\u003E\n\u003Cli\u003EStephen Hawking was a world-famous physicist and cosmologist. He had motor neurone disease.\u00A0\u003C/li\u003E\n\u003Cli\u003EEllie Simmonds is a Paralympic swimmer who has achondroplasia, a rare genetic condition that causes disproportionate short stature. Achondroplasia is the most common cause of dwarfism. Ellie is also a Scout Ambassador\u00A0\u003C/li\u003E\n\u003Cli\u003EKeira Knightley\u2019s an actress. She\u2019s dyslexic.\u00A0\u003C/li\u003E\n\u003Cli\u003EKaren Darke\u2019s a Paralympic hand cyclist. She was paralysed from the chest down after a climbing accident. She\u2019s also a Scout Adventurer.\u00A0\u003C/li\u003E\n\u003Cli\u003EGeorge Webster\u2019s an actor and CBeebies presenter. He has Down\u2019s Syndrome.\u00A0\u003C/li\u003E\n\u003Cli\u003ESelena Gomez is a singer and actress, and has a condition called Lupus. Lupus can cause joint pain and extreme tiredness.\u003C/li\u003E\n\u003Cli\u003EJustin Bieber\u2019s a singer. He has Ramsay Hunt syndrome, a rare condition where shingles (an infection that causes a painful rash) affects your facial nerve. This can cause weakness on one side of your face and sometimes hearing problems.\u00A0\u003C/li\u003E\n\u003Cli\u003EStevie Wonder is a legendary musician, singer and songwriter, who is blind.\u003C/li\u003E\n\u003Cli\u003EBillie Eilish is a singer-songwriter who has anxiety and Tourette\u2019s syndrome. \u00A0\u003C/li\u003E\n\u003C/ul\u003E","label":"Find out more about each person\u00A0"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EHere\u2019s some information about the disabilities or conditions mentioned in this activity.\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003ERemember, it will vary from person to person on how people view or describe their disabilities. And whether someone uses the word \u201Cdisability\u201D or \u201Cdisabled\u201D when they\u2019re talking about themselves.\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EAnxiety:\u003C/strong\u003E Anxiety is what we feel when we are worried, tense or afraid \u2013 particularly about things that are about to happen, or which we think could happen in the future. Anxiety is a natural human response when we feel that we are under threat. It can be experienced through our thoughts, feelings and physical sensations. Most people feel anxious at times. It\u0027s particularly common to experience some anxiety while coping with stressful events or changes, especially if they could have a big impact on your life. Anxiety can become a mental health problem if it impacts your ability to live your life as fully as you want to. For example, it may be a problem if your feelings of anxiety are very strong or last for a long time, your fears or worries are out of proportion to the situation, you avoid situations that might cause you to feel anxious, your worries feel very distressing or are hard to control, you regularly experience symptoms of anxiety, which could include panic attacks, you find it hard to go about your everyday life or do things you enjoy. (Source: Mind, 2024)\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EDown\u2019s Syndrome (DS): \u003C/strong\u003EDown\u2019s Syndrome (DS) is a naturally occurring genetic condition caused by an extra chromosome. \u0026nbsp;Down syndrome is not a disease or illness, and people with Down syndrome do not \u0027suffer\u0027, people live with Down syndrome. Whilst people with Down syndrome share some common physical characteristics, each is a unique individual with their own strengths and weaknesses, individual character and personality, each influenced by their families, friends and life \u2013 just like everyone else. People with Down syndrome experience the same range of moods and emotions as everyone else in the population. People with Down syndrome have some degree of learning disability which affects their ability to learn, it does not mean that they cannot learn. Children with Down syndrome may take longer to learn new skills, most will get there in their own time. People with Down syndrome can be more prone to some common health conditions but, like the rest of society, benefit from medical advancements and subsequently live longer and healthier lives. People either have Down syndrome or they do not, they do not therefore have it mild or more severe. (Source: Down Syndrome UK, 2024)\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003ERestricted Growth: \u003C/strong\u003ERestricted growth, or dwarfism, is commonly described as having a final adult height of 4\u201910\u201D or less due to a medical condition. There are estimated to be several hundred conditions that can cause restricted growth. These can cause proportionate or disproportionate restricted growth. Proportionate short stature (PSS) means there is general lack of growth throughout the body. The length of the trunk (abdomen and chest) remains in normal proportion with the legs. Disproportionate short stature (DSS) occurs when there is a problem with the way joints and bones grow. Certain limbs may be shorter, or there might be a severe lack of general, all-over body growth. Conditions associated with DSS are usually caused by a genetic condition. Many children born with DSS will have average-height parents and the genetic condition will have occurred spontaneously. One such condition is Achondroplasia, where people with the condition have an average sized trunk and short arms and legs. Most people with restricted growth conditions have normal intelligence and normal life expectancy. People with restricted growth can do just about anything a person of average height can \u2013 just sometimes in a different way. (Source: Restricted Growth Association UK, 2024)\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EDyslexia:\u0026nbsp;\u003C/strong\u003EDyslexia\u2019s a specific learning difficulty which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is actually about information processing. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy skills. Dyslexia can also impact on other areas such as organisational skills. As each person is unique, so is everyone\u0027s experience of dyslexia. It can range from mild to severe. It\u0027s a life-long condition. (Source: British Dyslexia Association, 2024)\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003ELupus:\u003C/strong\u003E Lupus is an autoimmune condition that can affect various parts of the body, including the skin, joints and organs. It\u2019s characterised by inflammation and damage to healthy tissue, caused by the body\u0027s immune system mistakenly attacking and destroying its own cells, tissues and organs. (Source: \u003Ca rel=\u0022noopener\u0022 href=\u0022https://hdsunflower.com/uk/insights/post/lupus\u0022 target=\u0022_blank\u0022 title=\u0022Lupus information on the Hidden Disabilities Sunflower website\u0022\u003EHidden Disabilities Sunflower invisible disabilities index\u003C/a\u003E, 2024) The two most common symptoms of lupus are extreme fatigue, and joint and/or muscle aches and pains. Other symptoms include rashes, anaemia, light-sensitivity, headaches and/or migraines, hair loss, oral/nasal ulcers, brain fog, depression and anxiety. It\u2019s important to note that there are many manifestations of lupus, and it\u2019s rare for two people to share the exact same experience. (Source: Lupus UK, 2024)\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EMotor neuron disease (MND):\u0026nbsp;\u003C/strong\u003EPeople have nerves in your brain and spinal cord that control how your muscles work. These are called motor neurones. Motor Neurone Disease (MND) is a disease that affects the motor neurones. With MND, motor neurones gradually stop telling your muscles how to move. When muscles no longer move, they become weak, which can also lead to stiffness and loss of muscle mass (wasting). MND can affect how you walk, talk, eat, drink, breathe, think and behave. This is usually different for each individual. You may not get all of the symptoms and there\u2019s no set order in which they happen. The disease will progress, which means your symptoms will get worse over time. For some people this can be rapid, for others it is slower. There\u2019s currently no cure for MND. (Source: Motor Neurone Disease Association, 2024)\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EParalysis: \u003C/strong\u003EParalysis is when you are not able to move some or all your body. It can be temporary or permanent depending on what causes it. (Source: \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.nhs.uk/conditions/paralysis/\u0022 target=\u0022_blank\u0022 title=\u0022Paralysis information on NHS website\u0022\u003ENHS\u003C/a\u003E, 2024)\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003ERamsay Hunt syndrome: \u003C/strong\u003ERamsay Hunt syndrome (RHS) is a complication of shingles. It\u2019s the name given to describe the symptoms of a shingles infection affecting the facial nerve. Shingles is caused by the same virus that causes chickenpox. As a result of this infection, the facial nerve becomes inflamed and irritated. It can cause a rash or blisters in or around the ear, the mouth, and the scalp or hair line. The rash and blisters are often painful with a generalised sensation of burning over the affected area.\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EIt can also cause difficulty closing the eye or blinking on the affected side, weakness on the affected side of your face which causes the facial muscles to droop, hearing loss, and difficulty eating, drinking and speaking. (Source: \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.facialpalsy.org.uk/causesanddiagnoses/ramsay-hunt-syndrome/\u0022 target=\u0022_blank\u0022 title=\u0022Ramsay Hunt Syndrome information on the Facial Palsy UK website\u0022\u003EFacial Palsy UK\u003C/a\u003E, 2024) \u0026nbsp;\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003ETourette syndrome: \u003C/strong\u003ETourette Syndrome (TS) is an inherited neurological condition. TS is a spectrum disorder which means that symptoms range from mild/simple to complex. Over 300,000 children and adults are living with TS in the UK. The key features are tics, which are involuntary sounds and movements. They must be present for at least 12 months to meet the diagnostic criteria. Tourette Syndrome\u2019s often misunderstood as a condition which makes people swear or say socially inappropriate things. Although it\u2019s true that \u2018coprolalia\u2019 \u2013 the clinical term for involuntary swearing \u2013 is a symptom of TS, it\u2019s not a criteria for diagnosis and only affects 10 to 20% of people. TS is a fluctuating condition which means that tics can come and go. Tics can also be triggered, or increased by environmental factors, such as stress, excitement or relaxation. Tics can occur in nearly any part of the body and in any muscle. (Source: \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.tourettes-action.org.uk/67-what-is-ts.html\u0022 target=\u0022_blank\u0022 title=\u0022Tourette syndrome information on Tourettes Action website\u0022\u003ETourette\u2019s Action UK\u003C/a\u003E, 2024)\u0026nbsp;\u003C/p\u003E","label":"Information about conditions mentioned in this activity "}]}]}],"config":null}]},"ownerAuthor":null,"porRules":null,"id":83938,"nodeName":"Learn about disability through famous faces","title":"Learn about disability through famous faces","type":"activity","image":{"url":"/media/19839/fdl-02-01.png?width=800\u0026height=450\u0026v=1db165cc7fc61d0","caption":"FDL 02 01","type":"png","size":15417,"width":1902,"height":1100,"altText":""},"assets":[{"id":84036,"url":"/media/hjxhi2jd/famous-faces.pdf","caption":"Matching pairs cards","type":"pdf","size":1893024}],"headerOptions":{"headerTitle":"Learn about disability through famous faces","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"Match pictures of celebrities with their jobs and learn about disability.  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