Teaching Students with Sensory Impairments
Activities
Kacy Brown, M.A.T.
A-1. Correct Cartoon Behavior
The following activity is another way to help students identify the proper actions in all
types of settings. The idea for this activity came from the magazine, Highlights.
1. Collect story strips from various cartoons containing appropriate and inappropriate
behavior by various characters. A good example can be found in "Goofus and
Gallant" from Highlights magazine. Make copies for the students in the class.
2. Every week (at the beginning or the end) have students read the strips and discuss
why the characters are acting appropriately and why, or whether they are acting
inappropriately and why.
3. As students encounter these every day situations, tell them to remember the way in
which the appropriate character examples would react.
You may need to begin using these once a month, and as you continue to gain
articles, the activity can be implemented weekly.
Adapted From: "Goofus and Gallant." Highlights Magazine, by Harper, T (2004) San
Antonio, TX, USA - Trinity University
A-2. Respecting Others' Space
As students become older they are becoming more aware of their personal space and
the personal space of others. This activity serves to help them realize that there are
certain touches that are okay while others may be inappropriate or cause discomfort.
Before the assignment, discuss the following questions with the students:
1. Would you be able to work well in this room if there were 100 people in here?
Why/Why not?
2. Do you think having enough room for yourself is important?
3. How do you feel when people knock you or push you even when it's accidental?
4. Why do you think some people like to be left alone, rather than touched by others?
5. What are some ways people touch each other to show affection or happiness
about something?
6. If you went around hugging everyone and hugged someone that preferred to keep their
space, how would that person feel?
7. What is a good way to show someone you like them without starting out by
hugging or trying to touch them?
It is best to model these ideas with students, showing them alternatives to hugging or
running into others. Show them how to get around as best as possible even when it is
crowded to avoid touching others. Also show them what another person might look like
when they do not want to be hugged.
Then have them identify what is proper touching through the following scenarios: Ask
them, is this okay or not okay?
Poking someone in the back while it's study time.
Pulling hair.
Giving a friend a "high five".
Tapping someone on a different team on the back during a game.
Shoving someone in the back.
Shaking hands when you meet someone.
Hugging someone when you first meet them.
Slapping someone on the arm when you don't like what they are doing.
Nudging the person your sitting next to get them to scoot over, or to get their attention.
Giving someone a friendly pat on the back.
After discussing the scenarios, it is a good idea to discuss how students should act
when others touch them in a way they do not feel comfortable with. It may even be
appropriate (with parent consent ) to discuss what to do if someone is trying to touch
them in inappropriate ways whether it be in school or out of school.
Activity Adapted From: Mannix, D. (1993) Social Skills Activities for Special Children.
Jossey Bass Publishing, San Francisco, CA. by Harper, T (2004) San Antonio, TX,
USA - Trinity University
A-3. Talking with Peers
At times it is hard for all students to strike up conversation with their peers. This
activity serves to help students find interests that they have themselves that may also
be in common with their peers. Students can keep this list with them along with a few
sentences about the topic as a cheat sheet when they are entering situations when
they want to be able to hold a conversation. However, it is important that students do
not use this as a script and that they can choose from many topics to prevent them
from focusing on topics that are only of interest to them.
This activity asks students to get to know themselves and what they like in order to
facilitate conversation and the feeling that they have topics of interest to offer to
others.
1. Create a list of several activities that may be of interests to the students in class,
and that appear to be of interest of students in their age group.
2. Go over the list with students and have them identify which of the topics catches their
eye.
3. Once they have picked the items they like, have them rank their top five interests.
4. Then ask them to discuss what they know and like about the topic. Have them write
(or type/write them for the student) a few sentences about the topics and why they
like the topic.
5. Model having a conversation on the topic with each student, or simply model a few
conversations in front of the class with one or two other students.
6. Tell them to keep the list as a reminder for times when they get nervous around
others.
7. In small groups have students discuss common interests together, practicing
carrying on conversations with one another.
8. Emphasize the importance of listening to what the partner says, and have them
add to the conversation rather than simply reciting what is on their sheet.
Sample Topics: Music
Video Games Lord of the Rings
Basketball Drawing
Cars
Dogs (push them to identify certain types of dogs, or puppies if possible) Pictures
(photography, cutting them out of magazines, posters)
Stickers Nail Polish
Activity by Harper, T (2004) San Antonio, TX, USA - Trinity University
A-4. We Are All Different
Students begin focusing on the differences that others have around them as they
progress in school. It is important that in their obsession with fitting in they also
recognize that everyone is different, and that life is more fun when we focus on
commonalities in order to appreciate the differences. Differences can make life less
boring, and allow us to experience and learn about different points of view and
cultures.
The following activity presents many students with differences and asks students to
identify areas of common interest that would allow the students to find out more about
a student without being rued or insensitive.
1. Ask students to look around the room. Is anyone in this room exactly the same?
In what ways can people be different?
2. Pass out pictures of several people (can be cut out of magazines or drawn by the
teacher). Ask students to look at one or two of the pictures and explain what is
different about the person in the picture and themselves. For example, the teacher
could show a picture of someone in a wheel chair, someone from Africa, someone
who is Catholic, someone who is Jewish, or protestant, someone who is very rich,
someone who is very poor, someone with a walking stick or seeing eye dog, etc.
3.Write a short story about each of the pictures- who is the person in the picture and
what their interests are. Do not hand out or read these stories yet.
4. Next, have them discuss what they might have in common with the person in the
picture. If they have trouble, help them- same taste in food, play games together,
laugh at the same jokes, like the same movies, etc.)
5. Just because people have difference, does this mean that you cannot find anything
that you could do with them? Have them discuss their friends, they are all different.
They might have different religions, taste in food, or different strengths and
weaknesses.
6. Explain to students that if we all tried hard enough we could find things
in common with almost anyone.
Now read the short stories created from the pictures cut out or drawn that were
handed out. Try to have enough pictures for small groups or individuals to answer a
few common interests with different pictures. Have them come up with the
conversation they might be able to have with the person.
Here is an example:
Find a picture of an adolescent in a wheelchair.
Then write: "Frank is in a wheelchair. He was born with a spine injury and will
never be able to walk. Frank loves to play basketball, and his favorite colors are
Black and Silver for the San Antonio Spurs."
Activity by Harper, T (2004) San Antonio, TX, USA - Trinity University
A-5. Real Friends
A reality of life for students is that many of them often have trouble making true friends.
They are often so eager to have any form of companionship that they allow their peers
to lead them into situations that are not good for them, or they allow "friends" to take
advantage of them.
I noticed this happening in my experiences in dealing with students that were not as
mature socially as other students in their classes. They often allow other students to
boss them around and to dominate the play. This can be especially dangerous when the
student is engaging in inappropriate activities of any kind.
By discussing these situations with students it creates a chance for them to ponder the
situation before they are asked to make these decisions in real life. It is important that
students realize that true friends will not ask them to do things that will hurt them or
others.
1. Have you ever been with a friend and they asked you to do something that didn't
feel like the right thing to do? Tell about the situation. Ask students not to use the
students' names. How did you feel in this situation? Were you scared? Afraid to tell
your friend it was wrong? Why/why not?
2. Have you ever had friends that were only nice to you when they wanted something
from you, but didn't care when you got into trouble for them? Or didn't pay attention
to you after they had gotten what they wanted from you? How did this make you
feel?
3. What do you think of these kinds of friends? Why do you continue to be friends with
them? (the student my say they keep hoping they are truly their friends in the new
situation- this is common with students that have trouble making and keeping
friends)
4. Is there a difference between getting into trouble with a friend and getting in trouble
because a friend convinced you into doing something while they skate by without
getting into trouble? How come?
5. What about a friend that tries to do things with you that are safe and keep you out of
trouble? How can you tell the difference?
Make sure you discuss all these questions thoroughly with the student making sure
they understand the difference between a true friend and on that is only using them.
Also discuss ways in which the student can say no to students that are asking them to
do things that aren't in their best interest.
6. Next, have students identify which situations show a someone being a true frinde
and which ones do not:
KELSEY wants to go to the mall with you and try to put some jewelry in your
purse without paying for the stuff.
CARLO has an extra ticket to a basketball game and asked you to go.
DAVE got into trouble for breaking a window and he told the police that you
were with him.
LISA picked up your books from school and brought them to you when you were
sick for a few days.
NICK broke the fender in his bike and took yours without asking. Your parents
just bought you the bike and you promised to take care of it.
BETH came up and started talking to you after she had ignored you for a few
days. Eventually she asks you if you could buy her a cookie at the snack line.
MEGAN brought extra cookies to school to share with you.
THEO asks you to borrow another CD after he already lost one that youlent him
last week.
COREY hid his ferret in your room so his parents wouldn't know he bought one.
He made you promise not to tell your parents, and now you are stuck taking care
of the animal.
Once students have answered the questions or discussed their answer with you, go
over why the students were not being true friends. Also discuss how the students could
say no to the friends that were asking them to do things that were inappropriate. How
could they help the friend resolve their problem without getting themselves into trouble?
Activity Adapted From: Mannix, D. (1993) Social Skills Activities for Special Children.
Jossey Bass Publishing, San Francisco, CA. by Harper, T (2004) San Antonio, TX, USA
- Trinity University
A-6. That's Too Personal
It is often the case that all people end up asking questions that are inappropriate or too
personal. For students with hearing impairments this can occur without them even
realizing that they have been offensive.
To help students recognize which comments are friendly and which ones are too
personal discuss the following questions:
1. How would you feel if someone asked you when your birthday was?
2. How would you feel if someone asked you if your dad got in trouble at work, and is it
true that he is going to be fired from his job? This question is what we call too
personal. When asking this question, the person being asked is made to feel
uncomfortable, perhaps a little embarrassed even. These are the types of questions
we want to avoid asking.
3. What is a personal question?
4. What might be some topics that are considered personal- and should be avoided
when talking to people you want to feel comfortable?
5. Is there a difference in asking questions because you are interested and asking
questions because you are nosey?
6. If a question makes someone feel uncomfortable how can you tell? How can you
back off or change the subject to release some of the pressure the person may be
feeling?
7. If someone else asks you a personal question you do not want to answer, how
would you respond.
Make sure that each question is discussed and modeled with the group of students in
the discussion.
Are the following questions showing that someone is interested, or that they are asking
questions that are too personal?
Do you like school?
Did you fail that assignment?
How many people are in your family?
Do you live near here?
How much money does your dad make?
Why do you smell funny?
Do you have any pets?
Is it true that your family is getting kicked out of you house?
9. After students have answered these or other questions, discuss what was
inappropriate to ask and why. Also discuss how people show they might be
uncomfortable with a question. Role-play the asking and reactions to the
questions that are too personal.
10. Have students change the subject to give the other person a way out of the
question.
Activity Adapted From: Mannix, D.(1993) Social Skills Activities for Special Children.
Jossey Bass Publishing, San Francisco, CA 1993. by Harper, T (2004) San Antonio,
TX, USA - Trinity University
A-7. Ice Breakers
1. Conversation Start-Ups (2002 PCI Educational Publishing, by Rosie Simms)
Interactive game to introduce students to social language and conversational skills by
asking questions and/or making comments regarding familiar topics (provided on the
game board)
2. A That's Life Game! What's Up? (LinguiSystems, Inc., by Carolyn LoGiudice &
Nancy McConnell)
The game is designed to teach, practice and evaluate appropriate social language and
peer interaction skills (problemsolving & decision making skills, basic communication
skills, conversation skills, emotions & self-esteem, peer relationships, working with
others)
3. Speak Your Mind-Communication Box (1990 Peekan Publications, Inc. by Ellen
McPeek Glisan)
This is a kit that provides 1000 conversation starters (provided in the form of questions).
They are designed to target listening to, answering and discussing questions, which in
turn: allows students to get to know each other better, gain confidence in their own
opinions and learn to accept different opinions, etc.
Suggested rules are provided (e.g., single word answers are not acceptable)
4. Are You 4 Real (Milton Bradley)
This game tests how well you can fool others. Story starters are provided and students
take turns acting as the story teller. They are given a 1 minute and 1/2 to tell a story,
which can be real or unreal, while the other students listen, decide and vote on whether
or not they believe the story. Great to target listening skills, appropriate use of facial
expressions and intonation patterns to make stories more interesting/believable, etc.
5. Moods (Hasbro)
A box of 120 phrase cards and 60 mood cards are provided. Students take turns saying
phrases in different "moods" (jealous, anxious, angry...) and guess the moods that have
been portrayed. This game is effective in teaching the importance behind facial
expressions and voice to convey messages. It also lends itself to discussion and roleplay regarding times/situations that make people feel these emotions and appropriate
ways to handle them (if you are feeling a certain way and/or observe someone else
feeling a particular way).
6. Scruples for Kids (1988 Milton Bradley)
192 dilemma cards are provided along with reply cards (yes, no, depends). Students
take turns presenting the dilemmas (they can be modified in order to personalize them)
and discussing how they would handle them with the reply cards.
Ex. DILEMMA: You're eating in a fast-food restaurant when you discover your order was
packed with an extra burger and soda. You weren't charged for them. Do you tell the
clerk about the mistake. Each student then replies yes, no or depends and explains
their answer. This game brings up good situations that lend themselves to discussions
of social expectations, peer pressure, etc.
7. Kid Talk (1994 The JOAT Company)
Deck of conversation cards. They provide some "factual" information and then ask
questions that help the students relate the information to themselves.
8. Positive Pragmatic Game Boards (Super Duper Publications)
Game boards included:
-"Let's Give Information"
-"Talk Me Into It"
-"What Would You Ask"
-"It's Telephone Time"
- "What Should You Do"
-"Feelings"
-"What Do These Really Mean"
-"What Should Do Instead Of ...
-"What Would You Say?"
-"Let's Keep The Conversation Going"
9. Role-play
Teachers/therapists model and video tape scenarios illustrating inappropriate versus
appropriate social interactions (individualized to make them meaningful to particular
groups/ages of children) to teach pragmatic skills and discuss their importance.
Students then rehearse and reenact social situations using appropriate skills
10. Playing games (generally speaking)
Almost any game can be used to target turn-taking, appropriate vs. inappropriate
verbal and non-verbal language (e.g., good sportsmanship), eye contact, etc
In addition, they can be used to target students ability to explain how to play a game to
someone who has not played before, as well as appropriate non-verbal and verbal
language used when inviting someone to join a group or requesting to join a group.
Activities Used in the Classroom of Booth, S (2005) St. Louis, MO, USA – St. Joseph’s
Institute for the Deaf