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When speaking of a group in need of integration refers to a group of citizens who,
because of its merits, no society can develop in a normal manner in the
statistical sense of the word. The integration would therefore be that process whereby a
individual can come to exercise their rights and duties and equal opportunity on the
other citizens.
In this sense, this book includes activities and games that provide the tools for educators
makes known the characteristics of people with disabilities to the rest of the group. Not only
experiencing difficulty, but assessing the skills and ability that entails. The book is
focuses on the group of students with physical, mental and sensory, giving a
guidelines for intervention that may be useful to educators wishing to enter this
field and all those involved in the education of free time.
The book is divided into four parts. The first addresses the theoretical aspects of games and
describes the most common disabilities, citing the main characteristics.
The second part attempts to provide a wider view of the criteria to be taken in the games
standard to facilitate integration of students with disabilities. Adapting games
must go through a proper analysis of the characteristics of students for adapting. To
promote the integration in these games provides a categorization within each of the
disabilities, in order to facilitate analysis of the games according to what type of student
want to integrate. Finally, the proposed adaptive approaches have been followed in each
disability and analyzed 27 games ranging from low to high component and competitive motor.
The third part suggests specific games for each of the disabilities. And games are proposed
known but adapted to the characteristics of the group and the disability that defines it. Al
initially proposed to develop 12 games with specific group but adapted to each of
disabilities; 45 games later describes specific physical disability and the
cerebral palsy and 27 for both psychic and visual disabilities.
The fourth part presents sensitizers driving games: to maneuver a wheelchair, move
not seen with the aid of a cane, teaching how to accompany a blind person, and so on. are experiences that
lived in a playful way are not forgotten. The main objective of this quarter is to sensitize
participants on the reality of the group of people with disabilities, fostering attitudes
positive and solidarity based on respect for diversity and avoiding the emergence of attitudes
negative or non-inclusive. Proposals for awareness raising activities are: Snakes and Ladders
without barriers, Ciutat Vella scavenger hunt on wheels, a day of games at CP sensitizers Practices
II Barcelona.
CONTENT
PART
The game and the diversity
Description of the most common disabilities. Key Features
PART TWO: HOW TO FACILITATE INTEGRATION IN THE GAME
Introduction
Categorization for the analysis of games as each disability
Criteria for adaptation
Usual game analysis and adaptation to integrate students with disabilities
PART III: GAMES FOR STUDENTS WITH DISABILITIES
Introduction
General Specific Game: physical, mental and sensory
Specific Game: physical disability and cerebral palsy
Specific Game: mental disabilities
Specific Game: visual impairment
PART FOUR: THE GAME sensitizer: a means to
STANDARDIZATION AND RESPECT FOR DIVERSITY
Introduction
The Game of goose without barriers
Gymkhana "Ciutat Vella on wheels"
A day of driving games on the PC sensitizers Practice II Barcelona (primary) | 
