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Inclusive group games

Theses activities introduce your group or class to inclusion through fun games that explore exclusion, non-verbal communication, and making every day games inclusive. The games can be used for a range of badges and curriculum areas. Your group will gain a better understanding of disability and how to include everyone through inclusive activities and games. We have divided the games into three categories: Non-verbal communication games, adapted inclusive games and understanding exclusion games.

Contents

Non-verbal communication games3

Invisible Clay3

Emoji Charades4

Silent Line-ups4

Adapted Inclusive Games5

Balloon Volleyball5

What’s Going On?6

Reverse Musical Chairs7

Understanding Exclusion Games8

Tight Hands Game8

The Exclusion Sticker Game9

Non-verbal communication games

These games encourage young people to think about how communication is so much more than words and begin to understand how people who’s disability affects the way they communicate might use a variety of tools to communicate.

Invisible Clay

Players ‘mould’ invisible clay and the other players guess what the object is.

This game introduces non-verbal communication such as gestures and facial expression for people who are unable to communicate through spoken language.

Participants will understand that communication is about much more than words.

Activity Instructions

Sit your group in a circle and explain that you have an ‘invisible’ lump of clay.

Hand one player the invisible lump of clay and ask them to silently and quickly mould the clay into an object. Then, using facial expression, gestures, and body language only, silently act out how to use the object.

The rest of the group can put their hands up when they think they know what the object is.

Once guessed, the person with the clay passes it to the next player in the circle. The next player takes the invisible clay and sculpts a new object. The activity continues around the circle.

Encourage players to make increasingly unusual objects after the obvious ideas have been used up.

Let your players experiment with the game to see what they come up with. This game is great for developing the communication skills of body language and gestures.

Afterwards talk about non-verbal communication

Were they surprised that they were able to work out what the object was with no speaking?

What were the challenges for those moulding and acting out?

What did everyone think were the most useful non-verbal ways to communicate?

How this could be used when communicating with someone who could not speak?

Emoji Charades

A non-verbal game where players will learn about the importance of non-verbal communication, such as gestures and facial expressions, for people who are unable to communicate through spoken language. Participants will understand that communication is about much more than speaking.

Activity Instructions

Divide your group into two teams.

Ask the teams to write or draw emotions and actions onto pieces of paper (waving, walking a dog, eating dinner) on pieces of paper (or you could print out emojis in advance for this)

The teams swap pieces of paper and take turns to act out, without talking, one of the emotions or actions for their team to guess (like charades)

The team to guess the most emotions or actions wins.

Afterwards talk about how easy or hard some of the cards were to act out. Hopefully they found it quite easy to act out some emotions and can reflect on the importance of non-verbal communication such as facial expressions, gestures and actions for people who struggle to communicate verbally. You could also talk about practical applications and if the children have ever used emoji cards or images to say how they feel.

Silent Line-ups

This activity helps the group to understand that they can communicate with each other without speaking. The group will work out how to line up cooperatively using gestures, facial expressions, nods, etc.

Activity Instructions

The young people are told they need to get in to a straight line according to a specific factor without talking to each other throughout the game. Some examples might be:

Height

Hair colour (lightest to darkest)

Age order

Alphabetically based on the first letter of their name

The young people should use non-verbal communication skills to achieve this. For example, hand gestures and miming.

Afterwards talk about how easy or hard they found the game. Ask them how they adapted the way they communicated so that they could achieve the desired outcome? What are some other ways that you might communicate with a person who is not able to speak?

Adapted Inclusive Games

These games take ideas and activities that the children are familiar with but put a twist on them to help them understand how people have different needs that should be accommodated so everyone can enjoy the game.

Balloon Volleyball

This game helps the young people to understand how it might feel to be excluded and how to adapt an activity to ensure it is inclusive.

Activity Instructions

Balloon volleyball follows the same rules as regular volleyball.

Set up a net using string or rope across the middle of the room, at above head height.

Split the group into two teams and position them either side of the net. Choose a few players who must sit of the floor for the duration of the game. They must not move from the spot they are in.

Choose a few players who must sit on chairs throughout the game and the chair must not move. All other players can be standing and move around.

Now begin the game of volleyball. Play a few rounds and then swap players into different positions.

You can make the game more challenging by draping a sheet over the rope so the other team can’t see the balloon coming.

Once the young people have played a few rounds, gather the teams together and ask them to think about the following questions:

Did they feel like they were equally involved in the game when they were sat on the chair or on the floor?

Did they find it frustrating when they were in different positions?

Was it more challenging when they couldn’t see the ball coming?

Did they try to include everyone in the team?

Now ask the group to think of a way they could try to make the game more inclusive for those on the floor and chairs. For example, each time the…