Background Nonverbal Communication Say Whaaat? Creative Writing Trends and Patterns Problem Solving Creative Thinking Say It – Do It (Scientific Writing) Three Dimensional TANGOES * Negotiation (Basic) Supply and Demand Monopoly Teamwork PDCA Cycle Beyond Disabilities Group Decision Making Dynamics	Beyond Disabilities Summary/Suggested Uses This exercise is a powerful addition to units on workforce relationships, coaching, diversity, legal protections for the disabled, or leadership. Use it as an introduction to the unit or as a stand alone lesson in vocational programs, career exploration classes, home economics, or health. Try it in student leadership and peer mediation programs as well, particularly if your population shows little tolerance or understanding for diversity. Allow 30 minutes, more if you want to expand the discussion Objectives Participation in this exercise will help students to: Define Disability Increase their awareness of the needs of people with disabilities State at least 3 common assumptions people make about those with disabilities Generate strategies for working effectively with disabled peers. Materials One set of TANGOES * pieces for each pair of students Several TANGOES * image cards for each pair of students One blindfold for each pair of students Directions Divide students into pairs. If you have an odd number of students you may want to use triads or appoint some students as group observers. Explain that in today’s world, it is important to understand and be able to work effectively with people who are different from us. Today’s challenge is to see what working with a disabled co-worker might involve. If the group is not familiar with TANGOES *, briefly show a set and illustrate how the pieces can fit together to form an image. Remind students that the solution is on the back of each card. Within each pair, have students decide who will be visually impaired. Give that person a blindfold and have them put it on securely. Distribute a set of TANGOES * pieces and several image cards to each pair of students. Allow a minute or so for the sighted students to choose an image and study the solution. Explain that the visually impaired partner is to construct the image on the card based on the sighted partner’s instructions. Allow approximately 15 minutes to accomplish this task. Call time. Allow blindfolded students to remove their blindfold and see their results. Congratulate groups on their successes and collect the TANGOES * pieces and cards. Debrief and Transition Much emphasis is placed on valuing diversity in our culture, particularly in the workplace. By diversity, we generally mean any physical or cultural trait that differs from the majority. For example, people of a different ethnic background, religious persuasion, and ages contribute to diversity. Disabilities also contribute to diversity. Discuss How would they define disability? Move group to a consensus along the lines of "any physical or mental difference which significantly impairs independent living." Develop and list examples on board such as spinal cord injury resulting in paralysis, severe arthritis, deafness, severe/recurring mental illness, etc. Point out that disabilities can be mental as well as physical and that the severity of one’s condition can determine whether it is classified as a disability, as with arthritis. Come to consensus that disability can also mean "differently abled." Many laws and regulations have been implemented recently to ensure that people with disabilities are treated fairly. If employees do not follow these rules, there can be legal recourse. More importantly, if we as individuals understand our own reactions to people who are different, it will allow us to have more successful relationships with them and this will enrich us personally and professionally. On board, make a two-column chart with 3 rows. Title one column "Differently Abled," and the other "Helper." Title rows as "task," "assumptions," and "strategies." Fill in this chart with information generated during the following discussion. ASK Speaker What was it like to try and explain your image to your partner? What did you do to try and clearly explain the image? (Lay out the pieces, speak more slowly, guide their hand, etc) How did you react when they didn’t "get it" quickly? (Frustrated, do it yourself, etc) What does this tell you about your underlying assumptions regarding their ability? (Probe for both realistic and prejudicial assumptions) What was it like to try and do this task based only on information you heard? What assumptions did you have about your partner? What, specifically, did your partner do that helped you or hindered you? Did anyone ask what they should do to help each other? Based on our experiences today, what would be good strategies for working with a peer who is visually impaired? How is what we’ve experienced or discussed today applicable to people with other types of disabilities? Transition into aspects of disabilities you wish to include in the remainder of your lesson.