Center IRIS TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship L E T ' S T A L K 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. A B O U T support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 To reflect on ways to be a good friend. S O C I A L S K I L L S pro zrakově postižené, Czech Republic Aim: Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Ljubljana, 2022 Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space SMILE too! project booklet TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING Produced by members of the SMILE! INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network Edited by Mateja Maljevac and Judith Wijnen 1. WHO AM I .................................................................... 8 Marija Jeraša Designed by T Designed by anja Rudolf T Tina Kastelic Aims: Suitable for age 10 and above Published by Centre IRIS – Centre for Education, Mateja Maljevac This lesson is aimed at VI pupils and will work within a Rehabilitation, Inclusion and Counselling for the Blind and Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Partially Sighted Anja Pečaver For the publisher: Romana Kolar, principal of the Centre IRIS For the publisher: Romana Kolar Tanja Rudolf Target: Aims: Website www W .freepik.com was used to produce illustrations. ebsite www Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Booklet is available in digital form. Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. First edition Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. The publication is freely available on the Centre IRIS website. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. © Centre IRIS 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. All rights reserved. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Kataložni zapis o publikaciji (CIP) pripravili v Narodni in Ruth Sturgeon univerzitetni knjižnici v Ljubljani REFERENCES ..................................................................... 86 COBISS.SI-ID 123438595 . VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy ISBN 978-961-6590-78-5 (PDF) Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT CHARACTERIZES Mateja Maljevac This lesson is aimed at VI pupils and will work within a YOU AS A PERSON? Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each 1.3 INFORMATION ABOUT ME 1.4 WHO YOU ARE OUTSIDE Anja Pečaver 1.5 CONVERSATION SKILLS Tanja Rudolf Target: Aims: 1.6 INITIATING CONTACT: STARTING A CONVERSATION Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE THEME OF support in difficult situations. To promote active listening. BULLYING Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. 3.1 WHAT ARE MY TALENTS? Jana Haňová In this lesson, we will look at the theme of bullying, participate 3.2 HOW DO I THINK AND FEEL? Ivan Antov in drama activities around this, explore why bullying Materials for use: 3.3 WHAT DO I DARE Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer 4.1 SOUND SAFARI 4.2 PERSONAL SPACE Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or 4.3 VERBAL COMMUNICATION Jill McClelland effects optional Braille machine 4.4 NONVERBAL COMMUNICATION 4.5 AUDIO DESCRIPTION Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Judith Boal 5.2 FRIENDSHIP RECIPE 5.3 WHAT IS MY SOCIAL NETWORK AND ACTIVITIES John Doherty 5.4 SPORTS AND LEISURE ACTIVITIES Dr Scully 5.5 JOB INTERVIW ROLE PLAY Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Center IRIS 2 Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Center IRIS 3 Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! "The European Commission's support for the production of this publication does not is talking to you? Or when to shake someone’s hand? Or what Concepts: constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize the information contained therein." As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both Center IRIS 4 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both Center IRIS 5 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 6 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 7 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? 1. WHO AM I Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. - Becoming aware of who you are; what characterizes Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? you as a person? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards - Becoming aware of who you are outside, body posture. Objective: awareness of your inner self. Suitable for: Older Primary age and upwards - Awareness of who you are, grooming. In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes - Becoming aware of who you are, what do i see / sight what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes description. between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts Center IRIS 8 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers Starter Ask pupils if they know the names of any • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make (5 minutes) trees. Do they have any trees at home or in classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. school? Have they ever planted a tree? Do Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are they know what tree roots do? personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to Activity / Introduce the idea of ‘Be like a Tree’. Discuss a child, understanding and development of appropriate social core the following points.Encourage the students Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social (30 minutes) to think carefully and give examples. They sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 9 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY could write/braille their answers on leaf cut CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? out of card, work in pairs/groups or it could Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. be a class discussion. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards • Connect with your roots- a tree needs roots Objective: awareness of your inner self. Suitable for: Older Primary age and upwards to get food and water. Roots also help the In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes tree to withstand storms. We can think of what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes our families and people who support us as between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage our roots. Who are your roots? girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and • Turn over a new leaf- What new thing can topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these you try? Could you learn a new skill? Is • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback there a bad habit you could start to drop? • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Bend before you break- a tree bends when • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) it is stormy. This is like being resilient. How insight into themselves in a playful manner, and into what they Background Information: • Paper can you be resilient? Have you had a Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine challenge that you have overcome? In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant • Enjoy your unique and natural beauty-themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and Think of 1 beautiful quality about yourself environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, and 1 beautiful quality about a friend safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • Keep growing- How have you grown so far • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills (e.g. new skills) how can you keep growing? Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience What new thing would you like to learn or • Large sheet of paper • parchment experience with sports and spare time activities.Practice with develop? • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are Evaluation What have you learned? personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the (10 minutes) In what way can you ‘Be Like a Tree’? Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social Think of one thing that will help you to keep self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known growing bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 10 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 11 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later Circle The teacher explains that inner is what you develop personal and work relationships”. discussion cannot see / grasp. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 (10 minutes) The teacher explains about inner self. Theme 3: Empowerment. Theme 5: My Social Network Dictionary definition: in someone's mind, in Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see what you think and feel Suitable for all ages. Not suitable for students with Appendix Asks whether the young people know how to Suitable for Primary school age and above hearing impairment give an example of the inner self. Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, The teacher gives an example of his inner Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, self. (what do you think about,… ..) Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school Do activity Worksheet 1 contains sentences. The pupils • To participate in role play (10 minutes) are allowed to choose 3 sentences or more Aims: that they want to answer and explain 3 Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. sentences in the group. The teacher asks We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as clarifying questions. Example: "Who has that to introduce ourselves, to explain something about ourselves, To promote active listening needed. too?" Or "Who recognizes this?" to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? For the pupils who are unable to work from form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? the worksheet, the sentences from the need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? worksheet can be discussed orally. they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. The Iceberg: Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? A larger picture Optional- checklist of sounds for after activity can be found in the attachment. Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, Feedback / Then make a round of what the pupils think role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down evaluation they find more important. The inner self or • Provide a relaxed atmosphere and encourage group (10 minutes) the appearance? discussion. • There are no wrong answers. Close this theme with a movie: • Encourage the students to describe how they felt during the • Micheal Jorden Failure. role play and what could be improved in the future. • The Pursuit of happiness. 12 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 13 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later Starter Teacher led discussion- develop personal and work relationships”. Theme1: Who am I? (10-15 Giving information about yourself means Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. minutes) introducing yourself to someone, perhaps Theme 5: My Social Network Theme 4: How do I communicate? telling them your name, how old you are, Materials for use: list of questions for a job interview – see where do you live, what you like/dislike. Blind Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above or VI students can also talk about their sight hearing impairment Lesson takes 45 minutes and support needs. Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: Why would you give information about take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information yourself? classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones to introduce yourself, to explain something school • To participate in role play about yourself, to share hobbies or interests with others, to make friends or to form a Aims: Background Information: relationship. Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, What kind of information about ourselves do To promote active listening needed. to share interests or hobbies with others, to make friends or to we give? To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also We can discuss general things like our name, To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment age, what school and class we attend, where • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. we live, what are our hobbies, what we Materials for use: • Tell me about any experience that you have. like/dislike, who our friends are, our families, Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs our pets… Rugs/chairs if sitting outside did you do? We can share information about our Optional- checklist of sounds for after activity Teacher Tips: blindness/VI for example: how we see/don’t • The lesson is divided into three activities: talking to students, see, how long we have been blind/VI, how Concepts/words that are important to know or learn: safari, role play and evaluation this impacts our lives, what the white cane listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group means to us, how we use electronic devices, discussion. how we meet new people, how we go from • There are no wrong answers. place to place… • Encourage the students to describe how they felt during the role play and what could be improved in the future. 14 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later Activity / Role play: develop personal and work relationships”. Theme1: Who am I? core Put students into pairs. Try to put students Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. (20 that do not know each other very well Theme 5: My Social Network Theme 4: How do I communicate? minutes) together. Materials for use: list of questions for a job interview – see First task: one student has to introduce Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above themselves and tell the other 3 things about hearing impairment Lesson takes 45 minutes themselves. Then they change roles. Concepts/Words: job, employment, interview, possibilities, Second task: One student asks the other Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: what information he would like to know about take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information him. Then they change roles. classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Evaluation Evaluation Aims: Background Information: (10 minutes) What was harder? To talk about yourself or Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: ask for information? To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, How did you begin the conversation? To promote active listening needed. to share interests or hobbies with others, to make friends or to What information did you give? To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also How did you feel? Were you afraid? Was it To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment uncomfortable? • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 15 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression 16 • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her Introduction Today we are going to become aware of how To gain more insight into your body posture, feelings. Like all children, they need to be taught to respect Theme1: Who am I? (5-10 we stand and what we show with it. We'll we will "play" with the postures. Theme1: Who am I? the personal space of others. minutes) start with how you sit now. Sit still, but check In pairs, students are going to portray a Theme 3: Empowerment. Suitable for students in late Primary and early secondary. for yourself, how "are" you now? Is that lying moment or emotion. One of the two really Theme 4: How do I communicate? Materials for use: down, upright, maybe you are looking out the makes a statue of the moment or emotion. • Hula hoop ring. Timetable: 45 minutes window or with your head down. What do you The other will look for the right moment or Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping communicate with that? And does that also emotion by looking and feeling the statue. Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture match your feeling? (e.g. very happy, arms in the air, mouth open, This is about how you stand, hold and move your head, face to the sky) Lesson takes 30-40 minutes because of the movement of your whole body and the clothes The teacher indicates what the expression of If the guess is right, the other is. If it is not you wear. In this lesson you will learn how to be more aware of a posture can achieve, the difference guessed, that person may portray another Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to between standing upright and sitting down. moment or emotion one more time. circle beyond school. To discuss safe ways to meet and/or others. Also think of eye drilling or jumping (which is keep in touch with friends outside school. This may need to be common with blind people) handled sensitively as many children with VI have limited Introduction But also what the dangers are. This provides social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People an opportunity for dialogue with each other. independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these Main part Stand firmly and adopt a firm posture used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your (20 minutes) yourself. These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you All pupils (and the teacher) join the circle. parents too!) have self-confidence, you know that you are good at The teacher indicates how you can make a something, your body will express it. strong posture. Concepts/Words that are important to know or learn: social • Stomping feet in the ground, circle, social media, messaging, text, clubs, hobbies, Material • Knees slightly bent, conversation A space where all pupils can move freely • Straight up, shoulders back (maybe turn in circles before going back) Concepts • Face straight ahead, chin slightly up emotions (repeating the basic emotions) attitude/expression Teacher checks whether it is a "natural" appearance / attitude by the pupils Walking around in space and then back again is this posture 17 • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her To gain more insight into your body posture, feelings. Like all children, they need to be taught to respect Theme1: Who am I? we will "play" with the postures. Theme1: Who am I? the personal space of others. In pairs, students are going to portray a Theme 3: Empowerment. Suitable for students in late Primary and early secondary. moment or emotion. One of the two really Theme 4: How do I communicate? Materials for use: makes a statue of the moment or emotion. • Hula hoop ring. Timetable: 45 minutes The other will look for the right moment or Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping emotion by looking and feeling the statue. Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture (e.g. very happy, arms in the air, mouth open, This is about how you stand, hold and move your head, face to the sky) Lesson takes 30-40 minutes because of the movement of your whole body and the clothes If the guess is right, the other is. If it is not you wear. In this lesson you will learn how to be more aware of guessed, that person may portray another Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to moment or emotion one more time. circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited The teacher asks the following questions: Appearance is what you show/express to other people. People Evaluation independence. • What it was like to have a firm stance? often make a judgment at the first "glance". (10 minutes) • Could you notice how the other person feels It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be from the attitude of the other? expressions when you are interacting with others. In these Stand firmly and adopt a firm posture used for initiating communication. (for examples see Appendix. • What do you now take with you from this lessons you will develop a little more awareness about your yourself. These are fun and suitable for all ages. They are good for lesson at other times? own attitude and appearance. It has been proven that if you All pupils (and the teacher) join the circle. parents too!) have self-confidence, you know that you are good at The teacher indicates how you can make a something, your body will express it. strong posture. Concepts/Words that are important to know or learn: social • Stomping feet in the ground, circle, social media, messaging, text, clubs, hobbies, Material • Knees slightly bent, conversation A space where all pupils can move freely • Straight up, shoulders back (maybe turn in circles before going back) Concepts • Face straight ahead, chin slightly up emotions (repeating the basic emotions) attitude/expression Teacher checks whether it is a "natural" appearance / attitude by the pupils Walking around in space and then back again is this posture 18 • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression 19 • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION Starter Pupils list people who are important to them friendly, which one would you hang out with? (5 minutes) outside of school. • If you could rename any fruit or vegetable, what would you Theme1: Who am I? Do we have different groups of friends? call it? What would you call a potato? An apple? A Theme 3: Empowerment Discuss why having friends is important cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? Activity / • Think about the ways we could meet friends • Tell me about a strange dream you have had. Suitable for primary school age and older students core outside school. Do we go to any clubs to • If you were an animal, what kind would you you be? (20-30 meet with friends? (Do we play sports? Lesson takes 90 minutes. minutes) Church groups etc?) • How do we keep in touch with friends Aims: outside school? Students brainstorm in APPENDIX • The child becomes acquainted with the term »initiates groups and feedback (Facebook, Insta, communication« phone etc) Conversation starter ideas • The child distinguishes appropriate strategies from • Are Facebook friends real? Discuss (This inappropriate ones. will need to be followed up with an internet • If you could have one superpower, what would it be? • The child plays a role play. safety session) • If you could have any animal as a pet, which animal would you choose? Background information: Now students think about their unique skills • Who’s the funniest person you know? Communication is an essential aspect of social and personal and abilities. • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What friendship qualities do I have? • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What am I good at? • What is the ickiest thing you have ever smelled? reasons. • What do I enjoy doing? • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with • What do I find tricky? Why? it? VI cannot access all of the visual and non-verbal information • Think of 1 way to socialise outside school. • If you could high-five anyone in the world, who would you from people around them. Explain what skills they could use. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. Put the students into pairs or small groups. • If you were any character in any book you’ve read, who • Never knowing how another person will react. Use the conversation starter cards to practice would it be and why? • Feelings of uncertainty and anxiety. social skills- See links above and Appendix • If you had the power to shrink anything and take it with you, what would you do with it? 20 Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION Evaluation Friendly feedback- students in each group or friendly, which one would you hang out with? (10 minutes) pair think of one thing they did well. • If you could rename any fruit or vegetable, what would you Theme1: Who am I? Students can share anything they found call it? What would you call a potato? An apple? A Theme 3: Empowerment difficult cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network What do I need to work on? follow it, what would it be? How will I do this? • Tell me about a strange dream you have had. Suitable for primary school age and older students Who or what can help me? • If you were an animal, what kind would you you be? How can I develop my skills? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? 21 Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? 22 Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? 23 Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 24 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. Question What is initiating communication? conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. Possible To talk to someone, to ask someone… • Proximity answers Step 3: Evaluation (30min) • Liking the person's voice. Teacher's Initiating communication means: starting • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. summary and a conversation teacher encourages the students to describe how they felt explanation during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Question What are the reasons we initiate Possible questions: they have other abilities and interests! communication? • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. Possible did you do? To talk to them, to ask them something… 3. Ignoring or passing by. answers • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or Teacher's We may approach them for two main reasons: gestures, eye contact. Why? description. summary and first, to make friends or to acquire information, • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do explanation for example asking for an address. • Was it different asking for help or trying to make friends? 25 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Question How do you know when someone is there Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. to talk to? • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm Possible ans. We see them • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. Teacher's We see them, hear them, smell them, feel • They play by taking into account what they know about • Use of the sense of smell. summary and them near… verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? explanation appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. Question What can we do to initiate communication? • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Possible ans. We say hi, we touch them, we look at them… Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. Teacher's We use phrases to identify somebody is there • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, summary and and to open communication for example communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation explanation “excuse me”, “hi”, “sorry to interrupt” establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. We use non-verbal strategies: turning the face information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) toward the person (eye contact), taking a step a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. backwards or forwards, • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. Question When it is easier to start a conversation? do they talk about. • Having similar or shared interests. Possible When we know someone, when there is not • Proximity answers a lot of people… Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. Teacher's It is usually easier to ask for help than to teacher encourages the students to describe how they felt summary and communicate to make friends. during the role play, what could be improved in the future. How not to communicate with people with VI explanation Smaller places with only few people. 1. The topic is only directed to the disability – remember that When people are already talking. Possible questions: they have other abilities and interests! Among familiar people • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. In a familiar area. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. Question What is unhelpful • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or Possible We don’t touch or grab, we don’t ask too gestures, eye contact. Why? description. answers personal questions… • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 26 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Teacher's Not listening to others, ignoring others. Step 2: 30 min with VI is helped to cross the road and you take them three summary and Ask open ended questions for example Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. explanation “Do you like music?” • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm Pointing with hands, without describing it. • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are We offer our help; we can draw attention by teacher. • Use of the sense of hearing to listen for any cues. talking to them. calling the name of the person we want to • They play by taking into account what they know about • Use of the sense of smell. help or we slightly touch the back of the palm verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? and ask. appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 27 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2. HOW DO I FEEL 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT - I am proud of. Theme 2: How do I feel? - What are my talents. - My confidence and expectations for the future. This lesson is aimed at VI pupils and those with special needs. - My feelings and how manage and to talk about these ( Mindfulness). Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. Center IRIS 48 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Lorem ipsum Concepts/Words that are important to know or learn: yoga, chi breathing. 29 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Starter • Take some deep breaths in through your (10 minutes) nose and out through your mouth. Raise your Theme 2: How do I feel? shoulders to your ears on and in breath and let them drop on an out breath. This lesson is aimed at VI pupils and those with special needs. • Take some breaths in and out through your nose. Put your hand on your tummy and try Aims: To facilitate relaxing and stress reducing effects using to draw your breath all the way down to your breathing and movement techniques. These activities have tummy. So that it feels like a balloon blowing been developed so that children using wheelchairs can also up and relaesing. This is a chi breath. participate fully. To build body awareness and confidence in • As you breath in stretch your arms up the movement sides of your body until they are up over your head. Imagine you are being pulled from Introduction: each side so that your arms are straight and To introduce the idea of mindful breathing and movement, long. As you breathe out, let your arms return stillness and strength as a relaxation practice. Many yoga and down the sides of your body, slow and Tai Chi movements are based on animals or birds so including controlled. This is called ‘Eagles Wings’ Do a the ‘story’ of the animal makes it fun. The exercise is ‘Monkey few times. Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. Activity • This exercise is called ‘Monkey Wakes Up’. The early practitioners of Tai Chi sought “tranquillity in motion” (20 minutes) A monkey is always mischevious, moving, The slowness of their combinations of breathing and physical swinging around, copying and playing in the movement enabled them to focus their minds solely on the jungle. But...it needs to wake up in the exercise being performed. morning and slowly moves its body. • Raise both arms above your head in a big Materials for use: stretch – arms wide and hands open and • Yoga mats, bean bags, wedges (optional) Lorem ipsum then down by your sides again. Slowly and gently lean your head to one side and then Concepts/Words that are important to know or learn: yoga, chi the other 3 or 4 times. Now turn your head to breathing. the right and then to the left. Be sure to do this nice and slowly 3 or 4 times. • Raise both hands, palms down, in front of you level to you chest with elbows pointing 30 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT out. Clasp fingers of both hands together, but not too tightly. Take 2 deep breaths. Still Theme 2: How do I feel? keeping your hands clasped, move your elbows down and at the same time, push This lesson is aimed at VI pupils and those with special needs. your clasped hands up to level with your eyes. Take 2 breaths. Pull your clasped Aims: To facilitate relaxing and stress reducing effects using hands back down to level with your chest breathing and movement techniques. These activities have and move your elbows out. Repeat the been developed so that children using wheelchairs can also movements, slowly moving your clasped participate fully. To build body awareness and confidence in hands up, elbows in, then back down, movement elbows out. Try to make the movements flow and keep them going rythmically for a minute Introduction: or so. Then let your hands go and allow your To introduce the idea of mindful breathing and movement, arms to drop back by their sides. stillness and strength as a relaxation practice. Many yoga and • Shake your hands and fingers a little and Tai Chi movements are based on animals or birds so including relax the ‘story’ of the animal makes it fun. The exercise is ‘Monkey • Make your hands into fists by gently curling Wakes Up’ so discuss how busy and mischievous a monkey your fingers. Raise your fists up to the level can be and how it needs to waken each body part. of your chin, elbows out, and hold them The early practitioners of Tai Chi sought “tranquillity in motion” there 2 or 3 inches apart. Now gently begin The slowness of their combinations of breathing and physical to move your right elbow forward and down movement enabled them to focus their minds solely on the in a rotating motion followed by your left exercise being performed. elbow, also in a rotating motion. Continue the rotations slowly and gently for 1 minute Materials for use: then lower your arms, opens your hands, • Yoga mats, bean bags, wedges (optional) shake yours hands and fingers and relax your arms and shoulders. Concepts/Words that are important to know or learn: yoga, chi • Do the exact same but this time rotating in breathing. the opposite direction. • Take 3 big stretches (like we did in Eagles Wings) and then give your whole body a shake. 31 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS • Do this routine again and then, when you know it try doing with your eyes closed. Theme 2: How do I feel? Theme 1: Who am I? • The more you are familiar with the moves, Theme 3: Empowerment the more you can focus on your breathing This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? keeping your eyes closed. mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network • EXTENSION- Add a balance to finish. (Tree Target: Suitable for younger students and for MDVI. For older pose-yoga, stork-Tai Chi or develop your To explore body language and understand that emotions are students this lesson could be adapted by finding out own) See if can you do it together but in not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example silence. What other animals can you think explore that your respond to someone is key to how they of? Research some more yoga or Tai Chi perceive you. Lesson takes 30-40 minutes poses or make up your own – remember breathing and control is at the core. Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions • You may want to finish with a body scan or pupils reflect on their own body language, mannerism and relaxation visualisation about sitting under gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an the trees listening. (see other lesson plans animal for examples/ also YouTube or Insight Timer Materials for use: None needed online. Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space Evaluation What did you notice about your breathing and (10 minutes) your body? What did you find challenging? Did it get easier? 32 TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space 33 TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Starter Discussion about body language and how Theme 2: How do I feel? (10 minutes) this is often unconscious but people can Theme 1: Who am I? interpret your body language. For example if Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a your head is down and you make no move Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. towards a person, they might think you are Theme 5: My Social Network not listening or interested in them. Target: Make a list of other examples you can think Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are of. students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To Now, sitting in your chair sit as if you are about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they feeling very confident. (teacher describe their perceive you. positions but the pupils don’t speak) Sit as if Lesson takes 30-40 minutes you are very angry, then nervous, then too Aim: hot, then in love etc. Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help Discuss how your body changed each time. practice introductions and asking questions pupils reflect on their own body language, mannerism and Have a laugh! gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an Activity Game – walk as if your beloved dog has just animal Materials for use: None needed (20-25 died….Freeze! minutes) When the children are standing completely Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! still, describe the shape of their body. Then same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. thought tap (this means gently touch their voice, personal space shoulder and they can speak a word or some words of that character) e.g. “I’m so sad, my dog died and now I don’t want to go to school.” Walk as if….you just won the lottery….Freeze! Again describe the body shapes, these will be different, standing tall, open, smiling. And thought tap. Responses might be “Whhhheeeeee! I’m rich!!!”, “I’m going on holiday on a private jet!” 34 TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Walk as if… your friend didn’t turn up meet Theme 2: How do I feel? you and you waited for an hour! Or your train Theme 1: Who am I? is in 5mins and the station is a mile away. Or Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a you’ve been up all night because of a crying Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. baby. Each time Freeze and Thought tap. Theme 5: My Social Network Notice how your tone of voice also changes Target: depending on each situation. Tone of voice is Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are important in how we communicate. students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To Role play in pairs about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they Now thinking about your body language as perceive you. well as your words and tone of voice act Lesson takes 30-40 minutes some situations with a partner. Decide who Aim: is A and B. Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help 1. Somebody has said something unkind practice introductions and asking questions pupils reflect on their own body language, mannerism and about A on social media and B is trying to gestures and to have fun doing this! cheer them up. Materials for use: 1 puppet- this could be a person or an 2. A is excited by a school project and B is animal Materials for use: None needed really bored by it. They have to work as a pair to present their homework and meet to Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! discuss this. same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. 3. A and B are on the bus. B is having a loud voice, personal space conversation on their mobile phone and A is trying to quieten them. Add some situations of your own if you like. Evaluation Discuss each role play and how it (10 minutes) connected to real life experience. Give examples from your own life. Did this make you think about your own body language? What can you do to help you be aware of your own body language? 35 TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani 36 Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING Starter Discussion – what is bullying? Note there INTRODUCTION TO WORKBOOK ........................................ 3 (10 are lots of different kinds of bullying as well Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? minutes) as mean words. Ignoring someone or Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša excluding them from your game is bullying. Tina Kastelic Aims: Today our drama is about a girl called Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Jane. She doesn’t like going to school Damjana Oblak mainstream setting. It is aimed at young teenagers. because she has fallen out with her friend. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Her friend is now mean to her and laughs Tanja Rudolf Target: and giggles with others when she comes Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the into the room. Through discussion and Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions creative ideas, build the story of Jane a bit Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and more. Give her a background and a family To promote communication skills. support in difficult situations. and a pet. Whatever good ideas come up, To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola add them to the story. To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Activity Now we are going to meet Jane. Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. (20-25 Place a chair in the middle and either a Paper and coloured pencils minutes) teacher or a pupil sits in the chair and 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or becomes Jane. Everyone can ask her a computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound question. She stays in character and this or Jill McClelland effects optional adds more detail and meaning. Questions Braille machine Colin Hughes could be: How do you feel on a Monday morning 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play when you wake up? Do you have any measure, qualities of a good friend Judith Boal other friends? What do you do when she John Doherty laughs at you? What have you done to Dr Scully help yourself in this situation? What do Ruth Sturgeon you wish could happen? REFERENCES ..................................................................... 86 Keeping these questions authentic really VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy bonds the class to Jane and the start to Patrizia Ceccarani care about her. 37 Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING Jane has nightmares. We need a volunteer INTRODUCTION TO WORKBOOK ........................................ 3 to be Jane and sit on the floor in the middle Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? and 7 or 8 pupils make a circle around her. Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Now each person, whispers a mean Tina Kastelic Aims: comment to her one by one. Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a “You’re not my friend, I don’t like you, Go Damjana Oblak mainstream setting. It is aimed at young teenagers. away! You look weird,” etc. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver After each person has whispered, they all Tanja Rudolf Target: whisper together and get louder and louder Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the and louder until Jane ‘wakes up’ Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Now speak to ‘Jane’ again and ask her how Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and that felt? Often the nightmare elicits a To promote communication skills. support in difficult situations. physical reaction. Discuss the sensations To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola that extreme feelings can cause in your To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: body. To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate (The pupils really enjoy working in this way Ivan Antov in drama activities around this, explore why bullying and although they may be reticent at first, Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. they almost all want a turn at what it feels Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! like to be Jane in the middle of that or nightmare! It may be you want to add computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound school sounds or music to make it more or Jill McClelland effects optional dramatic) Braille machine Colin Hughes What can Jane do? Discuss. Whatever 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, answers you get here shapes the role play Concepts that are important to know or learn: recipe, Gareth Adams role play to sort out the problem. measure, qualities of a good friend Judith Boal John Doherty Role-play Dr Scully 1. Jane telling her mum all about the Ruth Sturgeon situation. REFERENCES ..................................................................... 86 2. Jane and her mum having a meeting with VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy the teacher. Patrizia Ceccarani 38 Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING 3. Janes friend (the bully) getting her side INTRODUCTION TO WORKBOOK ........................................ 3 of the story. (it may be something Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? happened to this character and her Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša reaction was to take it out on Jane). Tina Kastelic Aims: 4. Jane and her friend becoming friends Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a again. Damjana Oblak mainstream setting. It is aimed at young teenagers. 5. Add your own ideas. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Evaluation We are not all going to experience this kind Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions (10 minutes) of bullying but sometimes things happen in Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and our lives that make us feel unhappy. And To promote communication skills. support in difficult situations. things happen where we need to ask for To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola help. When Jane asked for help the bullying To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: problem got sorted out. To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Can you think of an example when you Ivan Antov in drama activities around this, explore why bullying needed to ask for help? Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Can you think of an example when Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! someone listened to you and was kind? or How did that make you feel? computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani 39 Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone 3. EMPOWERMENT It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young - I have guts. Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook - I can ask for help. Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset - My social skills I can use. better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both Center IRIS 32 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Starter The Teacher explains what talents are. And Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper (10 minutes) can illustrate the following situation: Bella involved in outreach work and support children who have much hope that you find them useful and that you use them as is very proud of herself. After two failures in Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! biology, she got a 7 for her test today. At is talking to you? Or when to shake someone’s hand? Or what Concepts: first she thought the test was easy, but she SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize knows that this time she has studied very As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride differently for the test. She did her share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, homework very seriously and watched You children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Tube films about the subject. What do you Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 think of 'perseverance', 'diligence' and Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them 'purposeful'? Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. The question for the young person: what tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is talents do you know? www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use The teacher can use cards, a sheet or cannot be assumed that they will develop social skills materials as best suited your needs. something. automatically like their sighted peers. This has an impact both 41 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone Activity Last time's assignment will be completed It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment (2 x 10 today. Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young minutes) The young people will answer the following Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get questions. Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. - Describe which talents you used in this Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance situation. Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that - What other talents do you recognise in Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself? yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill (you may cheat at the cards or sheet) Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video The teacher explains about talents and proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. qualities it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Evaluation What is it like to think about yourself like Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper (10 minutes) this? Did you find it easy or were some involved in outreach work and support children who have much hope that you find them useful and that you use them as things more difficult than you thought? Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Assignment with parents/cards as Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize homework. Pupils hand in a report of the As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride worksheet to the teacher for the share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, developmental monitor. children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 42 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 43 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Start Watch together a film in which someone is Theme1: Who am I? very proud of his achievement (2 minutes) Theme 3: Empowerment Movie (2 These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? minutes) Have a young person think of a situation in Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use which they were very proud of themselves. Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. A number of situations may be discussed Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves in the group. "Proud of my farts" (another Aims: Introduction Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you (8 minutes) film by Nik) Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Please note! It must be a situation of the Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: pupil himself. So "at the football match, I Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', made a very nice point". help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of Not: "my sister is very good at gymnastics, independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain I am proud of her". Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the Core Everyone takes a laptop/pen to work it out. they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel Processing This may be discussed in pairs, but in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. the everyone writes out their own situation. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support assignment The young people elaborate on the • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: (2x 10 previously thought-out situation. • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper minutes) - The young people write out the situation. • parchment experience with sports and spare time activities.Practice with • markers It is about an achievement of the young • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make person. When was this, what did you do in Individual classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. this situation? Why are you proud of it? Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are Afterwards, the young people name and Read quietly through all the positive personal, talents, choices, independent characteristics you have received. “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner write three points that made them proud of There will probably be a few that you also general. “Sighted children observe and imitate people’s social self themselves. know about yourself. Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 44 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later But now your own list. What do you think develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? you are good at? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Write this on the inside of the bag (or on Theme 4: How do I communicate? the outside if it still fits). Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Feedback/ Pupils may read their own story, but they Theme1: Who am I? do not have to. It is the young person's Theme 3: Empowerment evaluation These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? (10 minutes) own story. Sharing is not compulsory. The Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use environment must be safe enough to want Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. to share. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves This assignment should be kept in a safe Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you place to work on the next one. Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Let the young people tell what went well Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. and if there was anything that was difficult. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Possibly this can be a link for the first Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', lesson about the fixed and growth mindset. help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make Individual classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: Read quietly through all the positive encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent characteristics you have received. “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner There will probably be a few that you also general. “Sighted children observe and imitate people’s social self know about yourself. Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 45 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later But now your own list. What do you think develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? you are good at? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Write this on the inside of the bag (or on Theme 4: How do I communicate? the outside if it still fits). Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make Individual classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: Read quietly through all the positive encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent characteristics you have received. “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner There will probably be a few that you also general. “Sighted children observe and imitate people’s social self know about yourself. Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 46 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later But now your own list. What do you think develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? you are good at? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Write this on the inside of the bag (or on Theme 4: How do I communicate? the outside if it still fits). Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Start Discuss the difference between talent and Theme1: Who am I? Theme 3: Empowerment competence below with your neighbor and These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? note the major differences between the two. Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use (see appendix) Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Core With each other Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. (15 minutes) We are going to cluster all our skills. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: with each All pupils get a cloth bag (it can also be a To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', other paper) on which all pupils write something help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of that is positive about the other. independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain The pupils walk through each other, when Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they they meet someone they can write Background Information: • Paper Introduction: are already capable of daring and where they still want to go. something positive on the bag (e.g. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction creative, caring, clear, good at math’s). students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. The pupils write down something for peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel everyone. in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: For Braille pupils there are Braille machines activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil ready with a writing paper with the pupil's acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens name. The positive attributes written in Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment Braille go into the bag. The teacher or experience with sports and spare time activities.Practice with • markers • assignment fellow pupil also writes them on the bag. the class two simple activities you can organize in the Background Information: • assignment they have to make Individual classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: (10 minutes) Read quietly through all the positive encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent alone characteristics you have received. “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner There will probably be a few that you also general. “Sighted children observe and imitate people’s social self know about yourself. Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 47 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later But now your own list. What do you think develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? you are good at? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Write this on the inside of the bag (or on Theme 4: How do I communicate? the outside if it still fits). Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make Individual classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: Read quietly through all the positive encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent characteristics you have received. “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner There will probably be a few that you also general. “Sighted children observe and imitate people’s social self know about yourself. Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later But now your own list. What do you think develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? you are good at? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Write this on the inside of the bag (or on Theme 4: How do I communicate? the outside if it still fits). Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Evaluation Ask all pupils individualy wich positive Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: characters they already know and wich take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information one are new? classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones Can you mention 3 things you are school • To participate in role play good at? Can you mention 3 things other pupils Aims: Background Information: are good at? Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: How do you feel after this exercise? To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 48 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make Individual classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: Read quietly through all the positive encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent characteristics you have received. “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner There will probably be a few that you also general. “Sighted children observe and imitate people’s social self know about yourself. Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later But now your own list. What do you think 4. HOW DO I develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? you are good at? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Write this on the inside of the bag (or on Theme 4: How do I communicate? the outside if it still fits). COMMUNICATE Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above - Putting feeling in your voice. hearing impairment Lesson takes 45 minutes - Listening. Concepts/Words: job, employment, interview, possibilities, - An assertive attitude. Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: - Having an active conversation. take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information - Personal space. classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. Center IRIS 33 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make Individual classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: Read quietly through all the positive encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent characteristics you have received. “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner There will probably be a few that you also general. “Sighted children observe and imitate people’s social self know about yourself. Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later But now your own list. What do you think develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? you are good at? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Write this on the inside of the bag (or on Theme 4: How do I communicate? the outside if it still fits). Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 50 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make Individual classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: Read quietly through all the positive encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent characteristics you have received. “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner There will probably be a few that you also general. “Sighted children observe and imitate people’s social self know about yourself. Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later But now your own list. What do you think Starter Talk about how we use our 5 senses. develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? you are good at? (5 minutes) What can we see, hear, touch, smell and RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Write this on the inside of the bag (or on taste right now? Theme 4: How do I communicate? the outside if it still fits). Ask if anyone knows what a safari is Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with (prompt- an adventure, exploring, finding Appendix Suitable for Primary school age and above hearing impairment out about animals and nature) Lesson takes 45 minutes Explain that we are going on a ‘Sound Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should Safari’ and we are going to use our sense needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the of hearing to explore different sounds visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Activity / Aims: core Background Information: Exploring active listening with a ‘Sound Safari’ (10-20 Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful minutes) These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 51 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her you think this is? feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? 8. IMPORTANT Discuss body posture and the personal space of others. Theme 3: Empowerment. reasons why we keep our heads up Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit Evaluation What did you find out today that was hazards. Objective: awareness of who you are outside, body posture (10 minutes) interesting? This is about how you stand, hold and move your head, Lesson takes 30-40 minutes What did you enjoy? because of the movement of your whole body and the clothes What did you find tricky? you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social What else would you like to know about the your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or senses? others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression 52 • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS 4.2 PERSONAL SPACE personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? Theme 3: Can I challenge myself? the personal space of others. Theme 3: Empowerment. Theme 4: How do I communicate? Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Theme 5: My Social Network Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. Suitable for older Primary age students and above • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture Lesson takes 40 minutes. This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes Aims: you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social • The student knows the importance of personal space of both your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or persons involved in conversation. others. keep in touch with friends outside school. This may need to be • The student demonstrates personal distance and maintain it. handled sensitively as many children with VI have limited • To encourage students with VI to use all their senses to Introduction social circles, opportunities to socialise and may have limited gauge personal space. Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". Background information: It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be People with VI have expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. difficulties estimating the appropriate distance between lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for themselves and people they talk to. This is because of a lack own attitude and appearance. It has been proven that if you parents too!) of clear visual information. If the person, standing very close is have self-confidence, you know that you are good at quiet, they may not even notice his/her presence. something, your body will express it. Concepts/Words that are important to know or learn: social They also may have problems maintaining the appropriate circle, social media, messaging, text, clubs, hobbies, distance while talking to others.  Often because they need to Material conversation be close to see more clearly so they may get too close during A space where all pupils can move freely a conversation. It is advisable to introduce personal space early to children with VI. Concepts Children are often curious about others, and they want to touch emotions (repeating the basic emotions) attitude/expression them to learn about them. Sometimes blind or VI children touch others because they want to make sure the person is still there. Adults are often tolerant of a blind child moving into his or her 53 • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her • One student stands inside a hula hoop feelings. Like all children, they need to be taught to respect Theme1: Who am I? OR hold it around their waist. The other Theme1: Who am I? the personal space of others. student walks a short distance towards Theme 3: Empowerment. Suitable for students in late Primary and early secondary. them with their eyes closed and stands Theme 4: How do I communicate? Materials for use: outside the hula hoop. This gives a tactile • Hula hoop ring. Timetable: 45 minutes barrier for the student with VI and also Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping allows the sighted students to understand Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture what this feels like for the VI student. This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes • Try this again from a slightly further you wear. In this lesson you will learn how to be more aware of distance – if it is safe to do so! Aim: To encourage pupils to be aware of developing a social Starter Teacher led discussion your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or (10 minutes) What is personal space? The distance of others. • Repeat the exercise until the students keep in touch with friends outside school. This may need to be outstretched arm. When two people talk to become more confident about stopping at handled sensitively as many children with VI have limited each other they are about 50cm to 60cm Introduction the appropriate distance without using the social circles, opportunities to socialise and may have limited apart. How does it feel if someone is Appearance is what you show/express to other people. People hula hoop. independence. standing too close? often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. Activity / Divide students into pairs or small groups lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for core to carry out these activities own attitude and appearance. It has been proven that if you parents too!) (30 minutes) have self-confidence, you know that you are good at • Stand very close to your partner (inside something, your body will express it. Concepts/Words that are important to know or learn: social their personal space) for 10 seconds. How circle, social media, messaging, text, clubs, hobbies, did this feel? Comfortable/uncomfortable? Material conversation A space where all pupils can move freely • Student touches their partner on the arm then moves away just as long and far as Concepts he/she can touch the person with the emotions (repeating the basic emotions) attitude/expression fingertips. This gives a tangible feel of the appropriate distance for the student with VI. 54 • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her • One student stands inside a hula hoop feelings. Like all children, they need to be taught to respect Theme1: Who am I? OR hold it around their waist. The other Theme1: Who am I? the personal space of others. student walks a short distance towards Theme 3: Empowerment. Suitable for students in late Primary and early secondary. them with their eyes closed and stands Theme 4: How do I communicate? Materials for use: outside the hula hoop. This gives a tactile • Hula hoop ring. Timetable: 45 minutes barrier for the student with VI and also Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping allows the sighted students to understand Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture what this feels like for the VI student. This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes • Try this again from a slightly further you wear. In this lesson you will learn how to be more aware of distance – if it is safe to do so! Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. • Repeat the exercise until the students keep in touch with friends outside school. This may need to be become more confident about stopping at handled sensitively as many children with VI have limited Introduction the appropriate distance without using the social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People hula hoop. independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. Divide students into pairs or small groups Evaluation Feedback and discussion. Encourage the lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for to carry out these activities (10 minutes) students to describe how they felt during own attitude and appearance. It has been proven that if you parents too!) the demonstration. What were some have self-confidence, you know that you are good at • Stand very close to your partner (inside challenges you faced during the exercise? something, your body will express it. Concepts/Words that are important to know or learn: social their personal space) for 10 seconds. How Were you comfortable? circle, social media, messaging, text, clubs, hobbies, did this feel? Comfortable/uncomfortable? What could be improved in the future? Material conversation What can we do if someone is inside our A space where all pupils can move freely • Student touches their partner on the arm personal space? Can we ask them to then moves away just as long and far as politely take a step back? Concepts he/she can touch the person with the emotions (repeating the basic emotions) attitude/expression fingertips. This gives a tangible feel of the appropriate distance for the student with VI. 55 • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION 4.3 VERBAL COMMUNICATION Challenges: Tips to the teacher: friendly, which one would you hang out with? Visually impaired children involved in conversation often speak • The lesson takes place through three activities: discussion • If you could rename any fruit or vegetable, what would you Theme1: Who am I? Theme 4: How do I communicate? much more than others; it is more of a challenge to listen their with students, role play and evaluation. call it? What would you call a potato? An apple? A Theme 3: Empowerment interlocutor enough. They may often interfere in the dialouge or • The atmosphere should be relaxed, we encourage students cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? Suitable for: Ideal for pre-school children and primary do not stick to a certain topic. They may forget to thank or to participate in the conversation. • If you could make a rule for a day and everyone had to Theme 5: My Social Network school (activities for developing social skills) apologize. This is related to difficulties in recognizing nonverbal • The teacher questions all the students. follow it, what would it be? communication. • Students answer – there are no wrong answers. • Tell me about a strange dream you have had. Suitable for primary school age and older students Lesson takes 90 minutes • After the answers, the teacher summarizes their answers, • If you were an animal, what kind would you you be? We teach children with visual impairment: explains through practical examples. Lesson takes 90 minutes. Introduction: 1. Thank you for the advice, for the gift, for the answer to the • He explains to the students how they're going to play the r Verbal communication is very important for the good social question asked. role-playing game. Aims: development of an individual, even for people with blindness 2. Express the request with the word please. • After the role play, participants tell how they felt in a given APPENDIX • The child becomes acquainted with the term »initiates and visual impairment. 3. Speak clearly, with appropriate volume. situation. communication« 4. Follow the topic of the conversation with attentive listening. • Participants say what they could improve. Conversation starter ideas • The child distinguishes appropriate strategies from Areas of verbal communication: 5. Appropriate greetings upon entering / leaving the room inappropriate ones. • distinct and clear speech, 6. If you do something wrong, apologize yourself. • If you could have one superpower, what would it be? • The child plays a role play. • concentrated listening to the speaker, 7. Answer the question asked. • If you could have any animal as a pet, which animal would • an appropriately long answer or speech, 8. Avoid long monologues. you choose? Background information: • appropriate use of standard language / colloquial language / 9. When possible, prepare for a specific topic of conversation. • Who’s the funniest person you know? Communication is an essential aspect of social and personal dialect, 10. During the conversation, take the interests of the • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step • to address formally (T-V distinction), interlocutor. be and why? towards successful interaction. Students with Visual • to address someone by his (first) name (T-V distinction), 11. Use of V-T distinction appropriately (singular familiar vs • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • expressing wishes, singular respectful). • What is the ickiest thing you have ever smelled? reasons. • expressing gratitude, 12. Use colloquial / literary language appropriately. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with • following the conversation, 13. Don’t say an inappropriate word. it? VI cannot access all of the visual and non-verbal information • apology, 14. Do not offend whoever they are talking to. • If you could high-five anyone in the world, who would you from people around them. • preparation for a specific topic, high-five? • Little choice in selecting the right person to initiate • accepting help, Aims: • What’s your favourite game to play? communication with. • asking for help , • The child is aware of what verbal communication is. • If you were any character in any book you’ve read, who • Never knowing how another person will react. • greeting, • The child knows polite terms. would it be and why? • Feelings of uncertainty and anxiety. • presenting yourself with basic information. • The child plays a role-playing game during the conversation • If you had the power to shrink anything and take it with you, (buyer – seller, teacher – pupil, peer – peer). what would you do with it? • The child uses polite terms in the role play. 56 Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION 4.3 VERBAL COMMUNICATION Challenges: Tips to the teacher: friendly, which one would you hang out with? Visually impaired children involved in conversation often speak • The lesson takes place through three activities: discussion • If you could rename any fruit or vegetable, what would you Theme1: Who am I? Theme 4: How do I communicate? much more than others; it is more of a challenge to listen their with students, role play and evaluation. call it? What would you call a potato? An apple? A Theme 3: Empowerment interlocutor enough. They may often interfere in the dialouge or • The atmosphere should be relaxed, we encourage students cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? Suitable for: Ideal for pre-school children and primary do not stick to a certain topic. They may forget to thank or to participate in the conversation. • If you could make a rule for a day and everyone had to Theme 5: My Social Network school (activities for developing social skills) apologize. This is related to difficulties in recognizing nonverbal • The teacher questions all the students. follow it, what would it be? communication. • Students answer – there are no wrong answers. • Tell me about a strange dream you have had. Suitable for primary school age and older students Lesson takes 90 minutes • After the answers, the teacher summarizes their answers, • If you were an animal, what kind would you you be? We teach children with visual impairment: explains through practical examples. Lesson takes 90 minutes. Introduction: 1. Thank you for the advice, for the gift, for the answer to the • He explains to the students how they're going to play the r Verbal communication is very important for the good social question asked. role-playing game. Aims: development of an individual, even for people with blindness 2. Express the request with the word please. • After the role play, participants tell how they felt in a given APPENDIX • The child becomes acquainted with the term »initiates and visual impairment. 3. Speak clearly, with appropriate volume. situation. communication« 4. Follow the topic of the conversation with attentive listening. • Participants say what they could improve. Conversation starter ideas • The child distinguishes appropriate strategies from Areas of verbal communication: 5. Appropriate greetings upon entering / leaving the room inappropriate ones. • distinct and clear speech, 6. If you do something wrong, apologize yourself. • If you could have one superpower, what would it be? • The child plays a role play. • concentrated listening to the speaker, 7. Answer the question asked. • If you could have any animal as a pet, which animal would • an appropriately long answer or speech, 8. Avoid long monologues. you choose? Background information: • appropriate use of standard language / colloquial language / 9. When possible, prepare for a specific topic of conversation. • Who’s the funniest person you know? Communication is an essential aspect of social and personal dialect, 10. During the conversation, take the interests of the • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step • to address formally (T-V distinction), interlocutor. be and why? towards successful interaction. Students with Visual • to address someone by his (first) name (T-V distinction), 11. Use of V-T distinction appropriately (singular familiar vs • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • expressing wishes, singular respectful). • What is the ickiest thing you have ever smelled? reasons. • expressing gratitude, 12. Use colloquial / literary language appropriately. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with • following the conversation, 13. Don’t say an inappropriate word. it? VI cannot access all of the visual and non-verbal information • apology, 14. Do not offend whoever they are talking to. • If you could high-five anyone in the world, who would you from people around them. • preparation for a specific topic, high-five? • Little choice in selecting the right person to initiate • accepting help, Aims: • What’s your favourite game to play? communication with. • asking for help , • The child is aware of what verbal communication is. • If you were any character in any book you’ve read, who • Never knowing how another person will react. • greeting, • The child knows polite terms. would it be and why? • Feelings of uncertainty and anxiety. • presenting yourself with basic information. • The child plays a role-playing game during the conversation • If you had the power to shrink anything and take it with you, (buyer – seller, teacher – pupil, peer – peer). what would you do with it? • The child uses polite terms in the role play. 57 Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION 4.3 VERBAL COMMUNICATION Challenges: Tips to the teacher: friendly, which one would you hang out with? Visually impaired children involved in conversation often speak • The lesson takes place through three activities: discussion • If you could rename any fruit or vegetable, what would you Theme1: Who am I? Theme 4: How do I communicate? much more than others; it is more of a challenge to listen their with students, role play and evaluation. call it? What would you call a potato? An apple? A Theme 3: Empowerment interlocutor enough. They may often interfere in the dialouge or • The atmosphere should be relaxed, we encourage students cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? Suitable for: Ideal for pre-school children and primary do not stick to a certain topic. They may forget to thank or to participate in the conversation. • If you could make a rule for a day and everyone had to Theme 5: My Social Network school (activities for developing social skills) apologize. This is related to difficulties in recognizing nonverbal • The teacher questions all the students. follow it, what would it be? communication. • Students answer – there are no wrong answers. • Tell me about a strange dream you have had. Suitable for primary school age and older students Lesson takes 90 minutes • After the answers, the teacher summarizes their answers, • If you were an animal, what kind would you you be? We teach children with visual impairment: explains through practical examples. Lesson takes 90 minutes. Introduction: 1. Thank you for the advice, for the gift, for the answer to the • He explains to the students how they're going to play the r Verbal communication is very important for the good social question asked. role-playing game. Aims: development of an individual, even for people with blindness 2. Express the request with the word please. • After the role play, participants tell how they felt in a given APPENDIX • The child becomes acquainted with the term »initiates and visual impairment. 3. Speak clearly, with appropriate volume. situation. communication« 4. Follow the topic of the conversation with attentive listening. • Participants say what they could improve. Conversation starter ideas • The child distinguishes appropriate strategies from Areas of verbal communication: 5. Appropriate greetings upon entering / leaving the room inappropriate ones. • distinct and clear speech, 6. If you do something wrong, apologize yourself. • If you could have one superpower, what would it be? • The child plays a role play. • concentrated listening to the speaker, 7. Answer the question asked. Step 1: 30 min • If you could have any animal as a pet, which animal would • an appropriately long answer or speech, 8. Avoid long monologues. you choose? Background information: • appropriate use of standard language / colloquial language / 9. When possible, prepare for a specific topic of conversation. Question What is verbal communication? • Who’s the funniest person you know? Communication is an essential aspect of social and personal dialect, 10. During the conversation, take the interests of the • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step • to address formally (T-V distinction), interlocutor. Listen to the children’s answers be and why? towards successful interaction. Students with Visual • to address someone by his (first) name (T-V distinction), 11. Use of V-T distinction appropriately (singular familiar vs • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • expressing wishes, singular respectful). Teacher's Verbal communication is communication with • What is the ickiest thing you have ever smelled? reasons. • expressing gratitude, 12. Use colloquial / literary language appropriately. summary and words that can be spoken or written. People • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with • following the conversation, 13. Don’t say an inappropriate word. explanation exchange information, opinions, express it? VI cannot access all of the visual and non-verbal information • apology, 14. Do not offend whoever they are talking to. emotions, etc. • If you could high-five anyone in the world, who would you from people around them. • preparation for a specific topic, The way we communicate is very important high-five? • Little choice in selecting the right person to initiate • accepting help, Aims: for every human being. • What’s your favourite game to play? communication with. • asking for help , • The child is aware of what verbal communication is. • If you were any character in any book you’ve read, who • Never knowing how another person will react. • greeting, • The child knows polite terms. would it be and why? • Feelings of uncertainty and anxiety. • presenting yourself with basic information. • The child plays a role-playing game during the conversation • If you had the power to shrink anything and take it with you, (buyer – seller, teacher – pupil, peer – peer). what would you do with it? • The child uses polite terms in the role play. 58 Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? Question Why is verbal communication so • If you could rename any fruit or vegetable, what would you Theme1: Who am I? important to every human being? call it? What would you call a potato? An apple? A Theme 3: Empowerment Listen to the children’s answers cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network Teacher's Verbal communication is important because follow it, what would it be? summary and we are social beings; because we connect • Tell me about a strange dream you have had. Suitable for primary school age and older students explanation with different people. We exchange information. • If you were an animal, what kind would you you be? We have different roles, each role requires Lesson takes 90 minutes. different communication. But we always have to be polite, respectful. Let's try to make our Aims: thoughts clear, unequivocally. APPENDIX • The child becomes acquainted with the term »initiates communication« Question How should the conversation take place? Conversation starter ideas • The child distinguishes appropriate strategies from Which one of the two in the conversation inappropriate ones. should talk more, who less, maybe both • If you could have one superpower, what would it be? • The child plays a role play. the same... ? • If you could have any animal as a pet, which animal would you choose? Background information: Listen to the children’s answers • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step Teacher's If two friends are talking, it's important to be be and why? towards successful interaction. Students with Visual summary and equal in conversation: one listens carefully, • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of explanation the other talks – the roles are repeatedly • What is the ickiest thing you have ever smelled? reasons. changed during the conversation. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with In conversation teacher-pupil, the student it? VI cannot access all of the visual and non-verbal information speaks when the teacher asks him and not at • If you could high-five anyone in the world, who would you from people around them. any time... The teacher leads the conversation. high-five? • Little choice in selecting the right person to initiate Another example: if the buyer and the seller • What’s your favourite game to play? communication with. are talking, their dialouge interweaves • If you were any character in any book you’ve read, who • Never knowing how another person will react. naturallyand refers to the goods. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? 59 Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Question Do you know the polite terms? Tell them... Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm Listen to the children’s answers • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. Teacher's We use: good day, good night, hi , good • They play by taking into account what they know about • Use of the sense of smell. summary and morning, thank you for the gift/ the verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? explanation information/for the help. When we apologize, appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. we say the word excuse me please or I • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. apologize... When we need help, we start • The presence of familiar people. Step 2: Role play (30min) with the word please. Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Question When do we use formal language and Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to when do we use informal language? observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in Listen to the children’s answers We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the Teacher's At home, among friends and among relatives, the teacher adds his observations. conversation, how they use non-verbal communication, what summary and we tend to use informal language. 3. Choosing a particular person to start a conversation with. do they talk about. explanation At school, in the bank, at the post office, in • Having similar or shared interests. the library, we use more formal language. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The Question What else is important about verbal • Liking the way a person speaks. teacher encourages the students to describe how they felt communication? during the role play, what could be improved in the future. How not to communicate with people with VI Listen to the children’s answers 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what Teacher's 2. Pity – this can be heard in the tone of voice. did you do? It is important that we are polite, that we do summary and 3. Ignoring or passing by. • What did you talk about? not offend anyone – we tell him less pleasant explanation 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example news in an appropriate way. It is also 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? important that we listen carefully and that we description. • How did you feel? Was it comfortable/uncomfortable? don't interrupt the other person. We can be 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? more aware if we are talking for too long. 60 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 61 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min 4.4 NONVERBAL COMMUNICATION encouraged to participate in the conversation. with VI is helped to cross the road and you take them three Role-play: • The teacher asks a question to all the students. How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. Suitable for: Ideal for primary school. • Students answer - there are no wrong answers. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – • After the answers, the teacher summarizes their answers, talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. Lesson takes 90 minutes explains them through practical examples. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Explain to students how they will play a role play. • Use of the sense of smell. verbal communication. They shall also take into account Aims: • After the role play, the participants tell how they felt in a given • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. • The child becomes aware of what non-verbal communication situation. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. is. • Participants say what they could improve in nonverbal • Make use of any limited residual vision. • When two people are already talking. • The child recognizes facial expressions, gestures and communication. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min paralingual language. 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: • The child plays a role play during the conversation (buyer - Implementation of activities different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others seller, teacher - student, peer - peer), Step 1: starter 30 min • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what • The child values non-verbal communication. and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. Introduction: • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, Pupil with visual impairment are not aware of nonverbal smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. communication. Sighted people learn this spontaneously by conversation, how they use non-verbal communication, what observing others. 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. Therefore VI pupils need extra support in understanding what • Proximity Step 3: Evaluation (30min) nonverbal behaviour means in interaction, as well as an • Liking the person's voice. • Student feedback. Each pair describes what they did. The understanding of their own nonverbal behaviours. • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. When teaching children with visual impairments about How not to communicate with people with VI nonverbal communication. They can interpet the speed and 1. The topic is only directed to the disability – remember that Possible questions: tone of language more easily than the visual aspects of they have other abilities and interests! • How did you begin the conversation- what did you say, what nonverbal communication. 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? Tips to the teacher: 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example • The lesson takes place through three activities: discussion 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? with students, role play and evaluation. description. • How did you feel? Was it comfortable/uncomfortable? • The atmosphere should be relaxed; students should be 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 62 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min 4.4 NONVERBAL COMMUNICATION encouraged to participate in the conversation. with VI is helped to cross the road and you take them three Role-play: • The teacher asks a question to all the students. How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. Suitable for: Ideal for primary school. • Students answer - there are no wrong answers. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – • After the answers, the teacher summarizes their answers, talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. Lesson takes 90 minutes explains them through practical examples. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Explain to students how they will play a role play. • Use of the sense of smell. verbal communication. They shall also take into account Aims: • After the role play, the participants tell how they felt in a given • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. • The child becomes aware of what non-verbal communication situation. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. is. • Participants say what they could improve in nonverbal • Make use of any limited residual vision. • When two people are already talking. • The child recognizes facial expressions, gestures and communication. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min paralingual language. 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: • The child plays a role play during the conversation (buyer - Implementation of activities different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others seller, teacher - student, peer - peer), Step 1: starter 30 min • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what • The child values non-verbal communication. and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) Question What is nonverbal communication? situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. Introduction: • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, Pupil with visual impairment are not aware of nonverbal Listen to the children’s answers smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. communication. Sighted people learn this spontaneously by conversation, how they use non-verbal communication, what observing others. Teacher's We distinguish between verbal and non-verbal 3. Choosing a particular person to start a conversation with. do they talk about. summary and communication, Non-verbal communication - • Having similar or shared interests. Therefore VI pupils need extra support in understanding what explanation what we express with the body is just as • Proximity Step 3: Evaluation (30min) nonverbal behaviour means in interaction, as well as an important as the words spoken. The way we • Liking the person's voice. • Student feedback. Each pair describes what they did. The understanding of their own nonverbal behaviours. listen, watch, move or respond during a • Liking the way a person speaks. teacher encourages the students to describe how they felt conversation communicates to the other during the role play, what could be improved in the future. When teaching children with visual impairments about person whether we are interested sincere How not to communicate with people with VI nonverbal communication. They can interpet the speed and and how we feel about the topic of the 1. The topic is only directed to the disability – remember that Possible questions: tone of language more easily than the visual aspects of conversation. they have other abilities and interests! • How did you begin the conversation- what did you say, what nonverbal communication. When verbal and non-verbal communication 2. Pity – this can be heard in the tone of voice. did you do? are coordinated, there is a clear message so 3. Ignoring or passing by. • What did you talk about? Tips to the teacher: that trust and interpersonal relationships can 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example • The lesson takes place through three activities: discussion be strengthened. 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? with students, role play and evaluation. description. • How did you feel? Was it comfortable/uncomfortable? • The atmosphere should be relaxed; students should be 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 63 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Question What does nonverbal communication involve? Theme 2: How do I feel? Listen to the children’s answers This lesson is aimed at VI pupils and those with special needs. Teacher's Non-verbal communication: facial expressions, Aims: To facilitate relaxing and stress reducing effects using summary and gestures (arm movements, legs, nodding), breathing and movement techniques. These activities have explanation posture, eye contact, proto-language, rhythm been developed so that children using wheelchairs can also of speech, intonation, tone of voice, bodily participate fully. To build body awareness and confidence in responses to emotions, personal space, movement personal appearance. (Teacher demonstrates facial expressions, gestures, eye contact) Introduction: Question How do you know when to give To introduce the idea of mindful breathing and movement, information about yourself? stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Listen to the children’s answers Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. Teacher's When we go to new places, on vacation, The early practitioners of Tai Chi sought “tranquillity in motion” summary and when meet new people, when we start The slowness of their combinations of breathing and physical explanation conversation with someone we don’t know. movement enabled them to focus their minds solely on the exercise being performed. Activity Face each other and show: eye contact, personal space, posture… Materials for use: Pupils turn towards each other and • Yoga mats, bean bags, wedges (optional) demonstrate non-verbal communication: eye contact, personal space, posture… Concepts/Words that are important to know or learn: yoga, chi breathing. Conclusions If someone does not look us in the eye during in the a conversation, it does not feel good. It is also discussion important to consider personal space - we show with a ring. We can express self-64 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT confidence with posture. It is also important that we are tidy and clean. In social Theme 2: How do I feel? circumstances our voice should be calm, relaxed and at an appropriate speed. This lesson is aimed at VI pupils and those with special needs. Question How do you feel if someone stops you, Aims: To facilitate relaxing and stress reducing effects using yells at you and asks you where e.g. breathing and movement techniques. These activities have Vienna Road in Ljubljana? (The teacher been developed so that children using wheelchairs can also shows with a role play.) participate fully. To build body awareness and confidence in movement Listen to the children’s answers Introduction: Teacher's The way on which the request was made is To introduce the idea of mindful breathing and movement, summary and very inappropriate: you should start with the stillness and strength as a relaxation practice. Many yoga and explanation word please or please excuse me… The Tai Chi movements are based on animals or birds so including voice should be calm. the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey Question When do we use familiar, informal and can be and how it needs to waken each body part. more formal language? The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical Listen to the children’s answers movement enabled them to focus their minds solely on the exercise being performed. Teacher's Teacher's summary and explanation: We use summary and formal language when we communicate in the Materials for use: explanation hospital, at the doctor's, at school during class. • Yoga mats, bean bags, wedges (optional) Also in official situations and with people we do not know. It may be more formal with some Concepts/Words that are important to know or learn: yoga, chi relatives or teachers we do not know. breathing. We use informal language when communicating in the family, between relatives, between friends. 65 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND Step 2: core 30 min MOVEMENT Role play: • We appoint children in pairs. Theme 2: How do I feel? • In pairs, they play one of the role games: teacher - student, friend - friend, doctor - patient. This lesson is aimed at VI pupils and those with special needs. • Each pair plays twice: first, nonverbal communication is less appropriate, and second, nonverbal communication is Aims: To facilitate relaxing and stress reducing effects using appropriate. breathing and movement techniques. These activities have • In pairs, they discuss what they could improve on. been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in Step 3: 30 min, Evaluation movement • Two couples play a role play. • Others observe and record observations of nonverbal Introduction: communication. To introduce the idea of mindful breathing and movement, • First, the players judge for themselves what their non-verbal stillness and strength as a relaxation practice. Many yoga and communication was like. Tai Chi movements are based on animals or birds so including • Then the others write down their observations. the ‘story’ of the animal makes it fun. The exercise is ‘Monkey • At the end, the teacher asks another question: What did you Wakes Up’ so discuss how busy and mischievous a monkey learn about non-verbal communication? can be and how it needs to waken each body part. • Students respond only with short answers. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 66 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND 4.5 AUDIO DESCRIPTION MOVEMENT THIS LESSON IS LINKED TO THE VIDEO ENTITLED 'AUDIO Theme 2: How do I feel? DESCRIPTION' This lesson is aimed at VI pupils and those with special needs. Theme 4: How do I communicate? Aims: To facilitate relaxing and stress reducing effects using Suitable for: Older Primary school age and above breathing and movement techniques. These activities have been developed so that children using wheelchairs can also Lesson takes 45 minutes participate fully. To build body awareness and confidence in movement Aims: • To understand the importance of audio description for Introduction: people who are visually impaired. To introduce the idea of mindful breathing and movement, • To describe simple objects objectively. stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including Background Information: the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Audio description means describing an object a situation or a Wakes Up’ so discuss how busy and mischievous a monkey person in a way that will help a person who cannot see it to can be and how it needs to waken each body part. understand. Description can be objective, like the description The early practitioners of Tai Chi sought “tranquillity in motion” of a chair, or subjective, like the description of a person. You The slowness of their combinations of breathing and physical can describe a chair by talking about how it looks. This is an movement enabled them to focus their minds solely on the objective description. You can describe a person by saying exercise being performed. they look kind. This is a subjective description because it is an opinion. Materials for use: • Yoga mats, bean bags, wedges (optional) Materials for use: A selection of objects that students are not familiar with Concepts/Words that are important to know or learn: yoga, chi A selection of bags or boxes to put the objects in so that others breathing. cannot see them Teacher Tips: • Provide a relaxed atmosphere encouraging discussion. • There are no wrong answers. 67 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Starter What is audio description? Audio Other students in the class guess what the Theme 2: How do I feel? (10 minutes) description means describing an object a object is OR draw the object as it was Theme 1: Who am I? situation or a person in a way that described. Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a (Name of any child in the class) How would Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. you describe your chair? Repeat with different students and objects. Theme 5: My Social Network “It is brown, it has four legs, it has wheels Students can work in pairs or in small Target: so it can move…” groups. Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are Great, when we describe we have to be very students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To precise. about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they (name of any child in the class) How would perceive you. you describe the person sitting next to you? Lesson takes 30-40 minutes “She has long hair, she is tall, she is kind, Aim: she is nice…” Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help So, you can see that our description can be practice introductions and asking questions pupils reflect on their own body language, mannerism and objective, like the description of the chair, or gestures and to have fun doing this! subjective, like the description of (the name Materials for use: 1 puppet- this could be a person or an of the child that was described). You can animal Materials for use: None needed describe a chair just how it looks, but you can also say if it is comfortable, but you Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! have to know for sure it is comfortable, same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. otherwise the description is not precise. voice, personal space Activity / Audio Description Activity: Core (30 minutes) As a demonstration, select one student to take an object from the bag. They can hold it and look at it but the others are not allowed to see it. The student describes the object without saying what it is. 68 TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Other students in the class guess what the Theme 2: How do I feel? object is OR draw the object as it was Theme 1: Who am I? described. Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Repeat with different students and objects. Theme 5: My Social Network Students can work in pairs or in small Target: groups. Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Evaluation Teacher led discussion- Lesson takes 30-40 minutes (10 minutes) Encourage the students to describe how Aim: they felt during the audio description activity Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help and discuss what could be improved in the practice introductions and asking questions pupils reflect on their own body language, mannerism and future. gestures and to have fun doing this! What were some challenges you faced Materials for use: 1 puppet- this could be a person or an when you had to describe an object to animal Materials for use: None needed others? Was it hard to describe an object you had Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! not seen before? same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. One of the biggest challenges is to remain voice, personal space objective. If we are all familiar with an object it is not hard to describe it. If we are not familiar with an object it is hard Audio Description Activity: to describe it so that others can imagine it. It is also important that you organize your As a demonstration, select one student to description, from left to right, from head to take an object from the bag. They can hold too. it and look at it but the others are not It is important to stay interesting when you allowed to see it. are describing, and we have to limit our The student describes the object without description so that it doesn't last too long. saying what it is. 69 TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS 5. MY SOCIAL Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a NETWORK Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: AND ACTIVITIES Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To - I can make friends. about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they - I have a social contacts at school and at home. perceive you. - Sport, leisure activities. Lesson takes 30-40 minutes - I can have a (side) job. Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space Center IRIS 34 TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space 71 TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING Starter Ask students to think of a friend/person that their tone of voice, personal space etc. INTRODUCTION TO WORKBOOK ........................................ 3 (10 minutes) they like. • Encourage the pupils to introduce Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Ask the students to think of words to themselves to the puppet before they ask Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša describe their friend/ person they like. their question. Tina Kastelic Aims: Ask students to say how or where they met • The teacher should model this- “hello, my Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a their friend. name is ------------ , what is your name? Damjana Oblak mainstream setting. It is aimed at young teenagers. Students feedback to the teacher What do you like to play?” Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: EXTENSION- the pupils could take turns Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Activity / • Teacher or a classroom assistant controls controlling the puppet asking and Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions core the puppet. The puppet is introduced to answering questions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and (30 minutes) the class and the teacher tells the To promote communication skills. support in difficult situations. students its name. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola • Make sure the students can see the To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: puppet clearly, and some students may To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate need to touch it (talk about where they Ivan Antov in drama activities around this, explore why bullying could touch the puppet, personal space, Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. friendly touch). Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! • Teacher asks the puppet to talk and say or hello but the puppet is shy and a little afraid computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound to talk. Ask the students if they would like or Jill McClelland effects optional to get to know the puppet better. As the Braille machine Colin Hughes puppet is nervous, ask pupils to think about how they should talk to the puppet (think 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play about volume, tone of voice etc). measure, qualities of a good friend Judith Boal • Ask students if they have any questions John Doherty they would like to ask the puppet to find out Dr Scully more about them. Give them time to think Ruth Sturgeon of questions to ask. This could be done in REFERENCES ..................................................................... 86 groups or pairs as appropriate. VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy • Encourage the students to come to the Patrizia Ceccarani puppet and ask a questions. Think about 72 Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING their tone of voice, personal space etc. INTRODUCTION TO WORKBOOK ........................................ 3 • Encourage the pupils to introduce Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? themselves to the puppet before they ask Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša their question. Tina Kastelic Aims: • The teacher should model this- “hello, my Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a name is ------------ , what is your name? Damjana Oblak mainstream setting. It is aimed at young teenagers. What do you like to play?” Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: EXTENSION- the pupils could take turns Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the • Teacher or a classroom assistant controls controlling the puppet asking and Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions the puppet. The puppet is introduced to answering questions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and the class and the teacher tells the To promote communication skills. support in difficult situations. students its name. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola • Make sure the students can see the Evaluation To have an awareness of positive relationships. Was it good to find out about the puppet? 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: puppet clearly, and some students may (10 minutes) To reflect on ways to be a good friend. What tone of voice did you use? Jana Haňová In this lesson, we will look at the theme of bullying, participate need to touch it (talk about where they Tell me one thing you remember about the Ivan Antov in drama activities around this, explore why bullying could touch the puppet, personal space, Materials for use: puppet (favourite colour etc..) Zuzana Petržilková, sometimes happens and work out what to do when it does. friendly touch). Paper and coloured pencils How did you feel about asking a question? 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! • Teacher asks the puppet to talk and say or (nervous, needed help, excited..) hello but the puppet is shy and a little afraid computer How do you think the puppet feels now? Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound to talk. Ask the students if they would like or (less shy, happy..) Jill McClelland effects optional to get to know the puppet better. As the Braille machine Colin Hughes puppet is nervous, ask pupils to think about how they should talk to the puppet (think 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play about volume, tone of voice etc). measure, qualities of a good friend Judith Boal • Ask students if they have any questions John Doherty they would like to ask the puppet to find out Dr Scully more about them. Give them time to think Ruth Sturgeon of questions to ask. This could be done in REFERENCES ..................................................................... 86 groups or pairs as appropriate. VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy • Encourage the students to come to the Patrizia Ceccarani puppet and ask a questions. Think about 73 Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Starter Talk about our favourite foods. Dr Scully (10 minutes) Do we know any of the ingredients that Ruth Sturgeon REFERENCES ..................................................................... 86 make it taste so good? VIDEO LINKS ....................................................................... 90 What do we use to measure? Prompt- Lega del Filo d'Oro, Italy spoonful, handful, cup, pinch, lots of, a little Patrizia Ceccarani etc 74 Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING Introduce the idea of making a recipe for friendship. INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network Activity / 1. WHO AM I .................................................................... 8 Marija Jeraša core Tina Kastelic Aims: Suitable for age 10 and above (20-25 Mateja Maljevac This lesson is aimed at VI pupils and will work within a minutes) Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Evaluation Groups show their recipes to the class who Jill McClelland effects optional Braille machine (10 minutes) give friendly feedback, e.g. “your recipe Colin Hughes sounds...” 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Which ingredient/ friendship quality do you Gareth Adams role play measure, qualities of a good friend have a lot of? Judith Boal Which ingredient/ friendship quality could John Doherty you work on to be a good friend? Dr Scully What did you find out today that was Ruth Sturgeon interesting? REFERENCES ..................................................................... 86 What did you enjoy? VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy What did you find tricky? Patrizia Ceccarani What else would you like to know? 75 Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 76 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe 5.3 WHAT IS MY SOCIAL NETWORK AND ACTIVITIES limits; qualities and skills, self-presentation; visual impairment Romina Portaleone description; failure; perfection It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Theme 5: My Social Network Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Suitable for: secondary school Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Lesson takes 45 minutes Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Aims: To demonstrate possibilities of the school to prepare Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. visually impaired student so that he/she could be successful in Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill getting a job and beginning his/her professional career. Visually Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is impaired students ought to: Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And • be aware of oneś possibilities, needs and limits, Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying • describe their own visual impairment, škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • be able to present one‘s qualities and skills – • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. self-presentation, • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • be prepared to overcome underachievement or failure, • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents • be ready for perfection. the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Introduction: Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper Students with visual impairment, quite often, do not have the involved in outreach work and support children who have much hope that you find them useful and that you use them as same position as intact students at the beginning of their Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! professional career. Visually impaired students ought to be is talking to you? Or when to shake someone’s hand? Or what Concepts: prepared for it. While inclusion in education is relatively SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize successful, effective employment of visually impaired has not As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride reached that level. share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, Ask the students to speak about their idea of their future job. children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Divide the class into pairs and let them do a job interview. Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Finally, encourage the students to speak about their feelings Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them concerning the interview (especially the role of a job applicant. Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. Summarize the main ideas. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use Materials for use: the list of questions for a job interview cannot be assumed that they will develop social skills materials as best suited your needs. Concepts/Words job, job interview; possibilities, needs and automatically like their sighted peers. This has an impact both 77 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe 5.3 WHAT IS MY SOCIAL NETWORK AND ACTIVITIES limits; qualities and skills, self-presentation; visual impairment Romina Portaleone description; failure; perfection important for a student with visual It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Theme 5: My Social Network impairment to be sucessful in getting a job Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of (description of his/her impairment, Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Starter Teacher asks students about their ideas of Suitable for: secondary school presentation of his/her positive qualities, real Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? (10 minutes) their future job. What sort of job would you like to do? What evaluation of oneś abilities, being prepared SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Lesson takes 45 minutes withstand a failure, being ready to work hard Visio, Netherlands qualification do you need for your future schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Aims: To demonstrate possibilities of the school to prepare on oneś perfection). Eva Slootweg job? Have you got any part-tim-job schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. visually impaired student so that he/she could be successful in Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill experience?, etc. getting a job and beginning his/her professional career. Visually Marielle Jongsma Students answer the questions. • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is impaired students ought to: Giséla van Bennekom Teacher summarizes the answers. • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And • be aware of oneś possibilities, needs and limits, Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying • describe their own visual impairment, škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • be able to present one‘s qualities and skills – Activity / Teacher divides the class into pairs. The list • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. self-presentation, core of questions (worksheet) is given to each • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • be prepared to overcome underachievement or failure, (20 minutes) pair. Student A plays the role of an • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents • be ready for perfection. interviewer, student B is a job applicant. the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: When they finish their interview, they will The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Introduction: change their roles. This activity could be Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper Students with visual impairment, quite often, do not have the practiced in foreign language (especially involved in outreach work and support children who have much hope that you find them useful and that you use them as same position as intact students at the beginning of their students 15+) if students´ knowledge is on Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! professional career. Visually impaired students ought to be adequate level. Teacher monitors dialogues is talking to you? Or when to shake someone’s hand? Or what Concepts: prepared for it. While inclusion in education is relatively and focus studentsáttention on the main SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize successful, effective employment of visually impaired has not matters (possibilities, needs and limits; As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride reached that level. description of impairment, weak points; share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, Ask the students to speak about their idea of their future job. self-presentation). children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Divide the class into pairs and let them do a job interview. Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Finally, encourage the students to speak about their feelings Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them concerning the interview (especially the role of a job applicant. Evaluation Teacher asks students what the students Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. Summarize the main ideas. (10 minutes) found easy or difficult in self-presentation. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is Students answer. www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use Materials for use: the list of questions for a job interview Teacher summarizes their ideas cannot be assumed that they will develop social skills materials as best suited your needs. Concepts/Words job, job interview; possibilities, needs and emphasizing those which are the most automatically like their sighted peers. This has an impact both 78 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone important for a student with visual It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment impairment to be sucessful in getting a job Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of (description of his/her impairment, Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get presentation of his/her positive qualities, real Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? evaluation of oneś abilities, being prepared SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance withstand a failure, being ready to work hard Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in on oneś perfection). Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Teacher asks students what the students Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. found easy or difficult in self-presentation. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is Students answer. www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use Teacher summarizes their ideas cannot be assumed that they will develop social skills materials as best suited your needs. emphasizing those which are the most automatically like their sighted peers. This has an impact both 79 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 80 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Starter Teacher directed discussion about leisure importance of developing skills for Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? (5 minutes) time and sports activities. independent life - mobility and Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Encourage students to talk about how these orientation,social contacts, team Theme 3: Can I challenge myself? Lesson 3: My social skills I can use activities help them e.g. increased fitness, co-operation, etc. If possible a short video of Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards confidence, team work visually impaired people practicing sports In this lesson it is important that they can say of themselves Aims: could be presented – e.g. paralympic games. Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Activity / Sighted students carry out activities with eye Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: core masks to experience them as a person with different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities (30 minutes) no vision that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for Possible activities-that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Velcro darts: Student who throws darts has Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain his eyes covered with eye mask. Before they Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: get to learns where the target is. • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Memory: There are 10-20 objects on the Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted table. Studentś eyes are covered with eye To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities mask and has 1 minute to touch all objects. To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular Then half of them are taken away. The challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and student has another minute to touch the To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. remaining objects and say which of them To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her were removed. To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with Target: Wearing an eye mask one student • markers • assignment the class two simple activities you can organize in the has to throw a soft ball towards a target. Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Another student rings a bell (or claps hands) Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during behind the target to show the direction. and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social Evaluation Teacher asks students how they felt doing the self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known (5 minutes) activities without vision. What was different or bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to challenging? a child, understanding and development of appropriate social Teacher summarizes the importance of sports Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social and past time activities and explains the sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 81 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? importance of developing skills for Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? independent life - mobility and Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network orientation,social contacts, team Theme 3: Can I challenge myself? Lesson 3: My social skills I can use co-operation, etc. If possible a short video of Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards visually impaired people practicing sports In this lesson it is important that they can say of themselves Aims: could be presented – e.g. paralympic games. Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social Teacher asks students how they felt doing the self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known activities without vision. What was different or bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to challenging? a child, understanding and development of appropriate social Teacher summarizes the importance of sports Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social and past time activities and explains the sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 82 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 83 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Starter Teacher asks students about their ideas for Aims: (10 minutes) a job in the future. Background Information: Exploring active listening with a ‘Sound Safari’ Discuss what skills they think they would Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful need for this job. These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening Discuss self- presentation: sitting up needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses straight, head up, facing interviewer • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: Activity / Teacher divides the class into pairs. The list • Tell me about any experience that you have. Timer core of interview questions (see Appendix) is • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside (20 minutes) given to each pair. Student A plays the role did you do? Optional- checklist of sounds for after activity of an interviewer, student B is a job Teacher Tips: applicant. When they finish their interview, • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, they can change their roles. Teacher role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down monitors and if necessary provides support. • Provide a relaxed atmosphere and encourage group Each interview lasts around 10 minutes discussion. before the students swap roles • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 84 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Evaluation What did students find out about being in an Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 (15 minutes) interview? Theme 3: Empowerment. Theme 5: My Social Network What did they do well? What could they Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see improve? How could they do this? Suitable for all ages. Not suitable for students with Appendix Friendly feedback- students give each other Suitable for Primary school age and above hearing impairment feedback about what went well in the Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, interview and what they need to work on. Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Students discuss different ways to answer Aims: take place outside however it could also take place within the visual impairment description questions based on friendly feedback. • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 85 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later REFERENCES develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Berger, C. R. & Bradac, J. J., (1982). Language and social Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see knowledge: Uncertainty in interpersonal relations. Suitable for all ages. Not suitable for students with Appendix London: E. Arnold. Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Burgoon, J. K., Guerrero, L. K., & Floyd, K. (2016). Nonverbal Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, communication. London: Routledge. Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal • To distinguish appropriate strategies from inappropriate ones school motivation and psychological well-being across life’s • To participate in role play domains. Canadian Psychology, 49, 14-23. Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. Douglas, W. (2008). Initial interaction. The International We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as Encyclopedia of Communication. to introduce ourselves, to explain something about ourselves, To promote active listening needed. https://onlinelibrary.wiley.com/doi/full/10. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? 1002/9781405186407.wbieci033. form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? Dweck, C. S. (2007). Mindset: The New Psychology of they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Success. Random House Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Emerson, D. (1981). Facing Loss of Vision-the Response of Optional- checklist of sounds for after activity adults to visual impairment. Journal of Visual Teacher Tips: Impairment and Blindness 75, 41–45. • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down FamilyConnect (2017). Delayed communication development • Provide a relaxed atmosphere and encourage group in blind and visually impaired children. discussion. https://familyconnect.org/blog/familyconnect-a-parents- • There are no wrong answers. voice/familyconnects-latest-article-series- • Encourage the students to describe how they felt during the delayed-communication-development-in-blind-and-role play and what could be improved in the future. visually-impaired-children-2/. 86 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later Furman, B. (2006). Kid’s Skills: Playful and practical develop personal and work relationships”. solution-finding with children. Saint Luke's Innovative Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Resources Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Goharrizi, Z. E. (2010). Blindness and initiating Suitable for all ages. Not suitable for students with Appendix communication. Master of Philosophy in Special Needs Suitable for Primary school age and above hearing impairment Education. Oslo: Department of Special Needs Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Education, Faculty of Education. Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description Goldware, M., & Silver, M. (1998). AAC strategies for young • To become acquainted with ways to give information classroom and students could explore the sounds of the children with visual impairment and multiple disabilities. • To distinguish appropriate strategies from inappropriate ones school Los Angeles: California State University–Northridge • To participate in role play Center on Disabilities Technology and Persons with Aims: Disabilities Conference. Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. https://files.eric.ed.gov/fulltext/ED420963.pdf. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. Higginbotham, D. J., Mathy-Laikko, P., & Yoder, D. E. (1988). to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? Studying conversations of augmentative systems users. form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? In L. Bernstein (ed.). The vocally impaired: Clinical need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? practice and Research, 265–294. University of they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Michigan: Grune & Stratton. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Kef, S. (2002). Psychosocial Adjustment and the Meaning of Optional- checklist of sounds for after activity Social Support for Visually Impaired Adolescents. Teacher Tips: J ournal of Visual Impairment & Blindness, 96(01), • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, 22-37. role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group King, S. (1989). Human communication as a field of study. discussion. New York: State University of New York Press. • There are no wrong answers. • Encourage the students to describe how they felt during the Knapp, M. L. & Hall, J. A. (2009). Nonverbal Communication in role play and what could be improved in the future. Human Interaction. Cengage Learning. 87 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or others. keep in touch with friends outside school. This may need to be handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her Kosi, M. (2009). Poslovni bonton. Diplomsko delo. Kranj: B&B feelings. Like all children, they need to be taught to respect Višja strokovna šola. Theme1: Who am I? Theme1: Who am I? the personal space of others. Theme 3: Empowerment. Kresnik, Š. (2019). Neverbalna komunikacija. Ljubljana: Inštitut Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: za neodvisnost. • Hula hoop ring. https://neodvisnost.si/neverbalna-komunikacija/. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Older students with learning difficulties may also benefit hazards. Louick, R. (2022). Teach growth mindset kids activities. Objective: awareness of who you are outside, body posture https://biglifejournal.com/blogs/blog/teach-growth-This is about how you stand, hold and move your head, Lesson takes 30-40 minutes mindset-kids-activities because of the movement of your whole body and the clothes you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social McDaniel, T., Krishna, S., Balasubramanian, V., Colbry, D., & your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or Panchanathan, S. (2008). Using a haptic belt to convey others. keep in touch with friends outside school. This may need to be non-verbal communication cues during social handled sensitively as many children with VI have limited interactions to individuals who are blind. Ottawa: IEEE I Introduction social circles, opportunities to socialise and may have limited nternational Workshop on Haptic Audio Visual Appearance is what you show/express to other people. People independence. Environments and Games. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be Perkins school for the blind (2022). 5 ways to help a child who expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. is blind develop social skills. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for https://www.perkins.org/5-ways-to-help-a-child-own attitude and appearance. It has been proven that if you parents too!) who-is-blind-develop-social-skills/. have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social Rot, P. (2018). Avdio deskripcija kot prilagoditev za osebe s circle, social media, messaging, text, clubs, hobbies, slepoto in slabovidnostjo. Magistrsko delo. Ljubljana: Material conversation Univerza v Ljubljani, Pedagoška fakulteta. A space where all pupils can move freely Sak-Wernicka, J. (2014). The effect of nonverbal cues on the Concepts interpretation of utterances by people with visual emotions (repeating the basic emotions) attitude/expression Impairments. Journal of Visual Impairment and Blindness, 108(2), 133–143. Sharkey, W. F., Asamoto, P., Tokunaga, C., Haraguchi, G., & 88 • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her McFaddon-Robar, T. (2000). Hand gestures of visually feelings. Like all children, they need to be taught to respect impaired and sighted interactants. Journal of Visual Theme1: Who am I? Theme1: Who am I? the personal space of others. Impairment and Blindness, 94(9), 549–563. Theme 3: Empowerment. Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: Stiteley, J. (n.d.). Effective von-verbal communication without • Hula hoop ring. vision. The Seeing Eye. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping https://prcvi.org/media/1107/effective-nonverbal-Older students with learning difficulties may also benefit hazards. communication.pdf. Objective: awareness of who you are outside, body posture This is about how you stand, hold and move your head, Lesson takes 30-40 minutes Subihi, A. S. (2013). Non-verbal communication patterns because of the movement of your whole body and the clothes among visually impaired individuals aged 3–26 years. you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social International Interdisciplinary Journal of Education 2(6), your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or 591–600. others. keep in touch with friends outside school. This may need to be http://www.iijoe.org/v2/IIJOE_05_06_02_2013.pdf. handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression 89 • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her VIDEO LINKS feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. The links below are for a range of conversation starting cards Theme 3: Empowerment. that can be used for initiating communication. Fun and suitable Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: for all ages. Good for parents too! • Hula hoop ring. Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping Theme 1: Who am I Older students with learning difficulties may also benefit hazards. SMILE too video: Braille literacy – youtube Objective: awareness of who you are outside, body posture SMILE too video: Agostino This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes Other relevant video’s: you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social Michael Jorden Failure your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or https://www.youtube.com/watch?v=JA7G7AV-LT8 others. keep in touch with friends outside school. This may need to be The Pursuit of happiness handled sensitively as many children with VI have limited https://www.youtube.com/watch?v=DvtxOzO6OAE Introduction social circles, opportunities to socialise and may have limited The Iceberg Model - YouTube Appearance is what you show/express to other people. People independence. often make a judgment at the first "glance". Theme 2: How do I feel It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be SMILE too video: Stereotypic behaviours expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for Theme 3: Empowerment own attitude and appearance. It has been proven that if you parents too!) SMILE too video: Mindfulness have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Theme 4: how do I communicate Material conversation SMILE too video: Audio description A space where all pupils can move freely SMILE too video: Non-verbal communication SMILE too video: Personal space Concepts emotions (repeating the basic emotions) attitude/expression Theme 5: My social network and activities Smile too video: How to get a side job. 90 • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space TABLE OF CONTENTS AUTHORS: 2.3 DRAMA – EXPLORING EMOTIONS THROUGH THE 5.2 FRIENDSHIP RECIPE THEME OF BULLYING INTRODUCTION TO WORKBOOK ........................................ 3 Theme 1: Who am I? AUTHORS .............................................................................. 4 Centre IRIS, Slovenia: Theme 2: How do I feel? Theme 5: My Social Network 1. WHO AM I .................................................................... 8 Marija Jeraša Tina Kastelic Aims: Suitable for age 10 and above Mateja Maljevac This lesson is aimed at VI pupils and will work within a Damjana Oblak mainstream setting. It is aimed at young teenagers. Lesson takes 45 minutes. Or 2 lessons of 20 minutes each Anja Pečaver Tanja Rudolf Target: Aims: Nastja Strnad Often VI pupils have difficulty putting themselves into ‘the Explore the qualities of a good friend by making a “Friendship 2. HOW DO I FEEL ....................................................... 28 Gašper Tanšek shoes of others’ This lesson looks at uncomfortable emotions Recipe”. Dragana Žunič more deeply and through story, provides ideas of help and To promote communication skills. support in difficult situations. To promote active listening. Gymnázium pro zrakově postižené a Střední odborná škola To have an awareness of positive relationships. 3. EMPOWERMENT ...................................................... 40 pro zrakově postižené, Czech Republic Aim: To reflect on ways to be a good friend. Jana Haňová In this lesson, we will look at the theme of bullying, participate Ivan Antov in drama activities around this, explore why bullying Materials for use: Zuzana Petržilková, sometimes happens and work out what to do when it does. Paper and coloured pencils 4. HOW DO I COMMUNICATE ...................................... 49 Martin Žďánský, And to have fun! or computer Jordanstown School, Northern Ireland Materials for use: Some space, chairs, music and sound or Jill McClelland effects optional Braille machine Colin Hughes 5. MY SOCIAL NETWORK AND ACTIVITIES .............. 70 Joan McNeill Concepts/Words that are important to know or learn: hot seat, Concepts that are important to know or learn: recipe, Gareth Adams role play measure, qualities of a good friend Judith Boal John Doherty Dr Scully Ruth Sturgeon REFERENCES ..................................................................... 86 VIDEO LINKS ....................................................................... 90 Lega del Filo d'Oro, Italy Patrizia Ceccarani Emanuela Storani INTRODUCTION TO WHY TEACH SOCIAL SKILLS? in school and in the wider world. 3.1 WHAT ARE MY TALENTS? 3.2 HOW DO I THINK AND FEEL? An example of a friendship recipe Romina Portaleone It is well documented that the development of social skills A GROWTH MINDSET APPROACH Theme 3: Empowerment Theme 3: Empowerment Royal Blind School, Sight Scotland, United Kingdom WORKBOOK relies heavily on observation and imitation. Children and young Theme 1: I am proud of Aine Murphy people with visual impairment often do not have this The resources that have been developed in this workbook Objectives: To understand what talents are. Learn how to get Paul Taylor advantage. Much of social interaction is non verbal and social include lesson plans that encourage a Growth Mindset better at something. Lesson 1: I am proud of ? SMILE too is an Erasmus project undertaken by 6 leading cues and body language may be abstract concepts to the child approach. This approach develops confidence, perseverance Visio, Netherlands schools for the Visually Impaired across Europe. The partner with Visual Impairment. The development of social skills needs and resilience which are vitally important for young people with Introduction: In this lesson, we want students to realize that Objective: to understand the concept of feeling pride in Eva Slootweg schools are: careful consideration as it differs considerably from that of their Visual Impairment. by planning and organizing well, preparing and making yourself and to be able to share it with your loved ones. Ron Wolgen sighted peers. agreements with yourself, you can often get better at the skill Marielle Jongsma • Jordanstown School in Northern Ireland, “A willingness to confront challenges, a passion for learning, you want. Introduction: The student can indicate what he or she is Giséla van Bennekom • Centre IRIS in Slovenia, “Sighted children observe and imitate people’s social and viewing failure as a springboard for growth are all You can enter it into the search bar below and watch the video proud of. This really has to do with your own performance. And Judith Wijnen • Gymnázium pro zrakově postižené a Střední odborná behaviours, learning from any visual cues given. This is known characteristics associated with a growth mindset. Not as a lesson starter. it can be about anything, from practical skills such as tidying škola pro zrakově postižené in Czech Republic, as incidental learning. If these opportunities aren’t available to surprisingly, this type of mindset is strongly linked to greater Understanding Talent - YouTube up something, tying shoelaces or spreading bread, to • Royal Visio in the Nederlands, a child, understanding and development of appropriate social happiness and achievement in life”. (biglifejournal.com) successfully completing an internship. • Royal Blind School, Sight Scotland in United Kingdom, behaviour can become fragmented. Having appropriate social Material: Digiboard for watching the video Youtube https://www.youtube.com/watch?v=icXwev9JOn8 • Lega del fildo d’Oro in Italy. skills is crucial to a child’s everyday interactions. They enable The resources and lesson plans that we have developed in the Concepts: Talents, perseverance, recognizing talents the child to interact with others, establish friendships and later SMILE Too initiative aim to give parents and educators the Material: The staff involved in the SMILE too project are experienced develop personal and work relationships”. confidence and tools to nurture and develop the social skills of • Digiboard for the short video Qualified Teachers of the Visually Impaired. They are also RNIB website 8 November 2017 young people who are visually impaired or blind. We very • laptops of pen and paper involved in outreach work and support children who have much hope that you find them useful and that you use them as Visual Impairment in mainstream and special schools. “If you’re blind, how do you know where to look when someone springboard for some amazing ideas of your own! is talking to you? Or when to shake someone’s hand? Or what Concepts: SMILE too stands for Social Skills Make Inclusive Life Easier. “personal space” means? These are just some of the skills The lesson series is built around 5 themes in an order that we • pride recognize As the name suggests, the aim of this 3 year project is to children who are blind must explicitly be taught, since they think is the most likely way to increase and develop social • different types of pride share knowledge about the development of social skills in don’t have the benefit of observing the actions and reactions of skills. The aim of the first 3 themes (Who am I, How do I feel, children and young people who are Visually Impaired with the their family and friends in social situations.” Empowerment) is to start with reflection how to think and feel Contact: Centre IRIS aim of making resources for educators to support social skills Perkins school for the Blind about themselves. In theme 4 (How do I communicate) and 5 Langusova ulica 8, Ljubljana in this population. (My social network and activities) the aim is to let them Slovenia Children who are visually impaired can find it difficult to acquire practice new social skills with others in a way that suit them. tel: +386-1-244-27-50 social skills that are vital for developing relationships and In each learning preparation, chapters with which the topic is www.center-iris.si understanding social situations throughout their lifetime. It linked are also added at the beginning. Be creative, use cannot be assumed that they will develop social skills materials as best suited your needs. automatically like their sighted peers. This has an impact both 1.1 BE LIKE A TREE 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT 3.3 WHAT DO I DARE 5.4 SPORTS AND LEISURE ACTIVITIES 5.5 JOB INTERVIEW ROLE PLAY CHARACTERIZES YOU AS A PERSON? Theme1: Who am I? Theme 3: Empowerment These 3: Can I challenge myself? Theme 1: Who am I? Theme 3: Empowerment. Theme1: Who am I? Theme 5: My social network Theme 3: Can I challenge myself? Lesson 3: My social skills I can use Theme 5: My social network Suitable for age 8 and upwards Objective: awareness of your inner self. Suitable for: Older Primary age and upwards In this lesson it is important that they can say of themselves Aims: Suitable for Secondary school age students. Lesson takes 30-40 minutes what they see, experience, notice and what the difference is Building awareness of what you can already do and where you Lesson takes 40 minutes between you and the other. This can be a difference between want to go, and who you need to get there. Prior learning- students will have learned about a range Aim: To introduce Growth Mindset ideas. To encourage girls and boys, what values have you received from home, etc. Aims: different jobs and what skills they involve. It is recommended students to talk and think about their personal strengths and topics we discuss are: Introduction: To demonstrate that participating in sports and leisure activities that pupils practice interview techniques more than once so how they can continue to develop and ‘grow’ these • Difference between boys and girls In this theme, the pupils work with 'what do I really want', help to develop skills and habits that are useful for that they have opportunities to work on feedback • Difference in culture positive characteristics and asking for help. By means of independent life. Materials for use: • Difference between inner self and your body posture various assignments and working methods, the pupils gain Lesson takes 45 minutes • Green card cut into different leaf shapes (optional) insight into themselves in a playful manner, and into what they Background Information: • Paper Introduction: are already capable of daring and where they still want to go. Accessing sporting activities can be very challenging for Aims: • Braille machine In order to give the pupils a complete and honest picture of These assignments give the pupils direction in which direction students who are visually impaired compared to their sighted To practice answering questions in an interview role play • Picture of a tree with roots or a real tree/plant themselves, it is important that they feel safe in the they still want to go. peers. It is important to participate in sport and leisure activities To be aware their own unique possibilities, needs and environment where this lesson takes place and that they feel in order to develop cooperation and team skills. Extracurricular challenges Concepts/Words that are important to know or learn: growth, safe with the people around them. Material: activities also provide opportunities for making new friends and To describe their own visual impairment in simple terms resilience, roots, strength, support • cloth/paper bags for each pupil acquaintances. To be able to explain their personal qualities and skills Material: • waterproof pens Ask the visually impaired student to tell the class about his/her To develop resilience • Large sheet of paper • parchment experience with sports and spare time activities.Practice with • markers • assignment the class two simple activities you can organize in the Background Information: • assignment they have to make classroom (darts, memory training, target, etc.). Finally, Being aware of social situations is very important for interviews • Digi board with internet. Concepts: encourage the students to speak about their feelings during and in employment . Blind and partially sighted people are personal, talents, choices, independent “blind“ acivities. significantly less likely to be in paid employment than the Concepts: person, personal, individual, appearance en inner general. “Sighted children observe and imitate people’s social self Materials for use: eye patches, velcro darts, soft ball, small behaviours, learning from any visual cues given. This is known bell, 10-20 small objects, video as incidental learning. If these opportunities aren’t available to a child, understanding and development of appropriate social Concepts/Words that are important to know or learn: behaviour can become fragmented. Having appropriate social sports and leisure activities, skills for independent life, mobility skills is crucial to a child’s everyday interactions. They enable and orientation, social contacts 1.3 INFORMATION ABOUT ME 4.1 SOUND SAFARI the child to interact with others, establish friendships and later develop personal and work relationships”. Theme1: Who am I? Theme 4: How do I communicate? RNIB website 8 November 2017 Theme 3: Empowerment. Theme 5: My Social Network Theme 4: How do I communicate? Materials for use: list of questions for a job interview – see Suitable for all ages. Not suitable for students with Appendix Suitable for Primary school age and above hearing impairment Lesson takes 45 minutes Concepts/Words: job, employment, interview, possibilities, Lesson takes 30-40 minutes. Ideally the sound safari should needs, challenges, personal qualities, skills, self-presentation, Aims: take place outside however it could also take place within the visual impairment description • To become acquainted with ways to give information classroom and students could explore the sounds of the • To distinguish appropriate strategies from inappropriate ones school • To participate in role play Aims: Background Information: Exploring active listening with a ‘Sound Safari’ Appendix: Interview questions. We may give information about ourselves for various reasons: To be mindful These questions can be adapted to suit specific jobs as to introduce ourselves, to explain something about ourselves, To promote active listening needed. to share interests or hobbies with others, to make friends or to To discuss how we use the 5 senses • What are your strengths? form a relationship of any kind. A blind or VI student may also To have an awareness of body posture • Why do you want to be a (insert job title)? need opportunities to talk about their sight or any equipment • Why are you the right person to succeed in this role? they use e.g. cane, and how it helps them. Materials for use: • Tell me about any experience that you have. Timer • Tell me about a challenge or a problem that you faced. What Materials for use: chairs Rugs/chairs if sitting outside did you do? Optional- checklist of sounds for after activity Teacher Tips: • The lesson is divided into three activities: talking to students, Concepts/words that are important to know or learn: safari, role play and evaluation listen, hear, touch, feel, breathe, posture, head up, head down • Provide a relaxed atmosphere and encourage group discussion. • There are no wrong answers. • Encourage the students to describe how they felt during the role play and what could be improved in the future. 1.4 WHO YOU ARE OUTSIDE 1.5 CONVERSATION SKILLS personal space because they do not want to hurt his/her Other relevant videos: feelings. Like all children, they need to be taught to respect Theme1: Who am I? Theme1: Who am I? the personal space of others. Introduction Growth Mindset: Theme 3: Empowerment. Growth Mindset vs. Fixed Mindset: Suitable for students in late Primary and early secondary. Theme 4: How do I communicate? Materials for use: https://www.youtube.com/watch?v=KUWn_TJTrnU • Hula hoop ring. Sesame Street: Janelle Monae - Power of Yet: Timetable: 45 minutes Suitable for older Primary age students and upwards. • Big space such as a gym with the floor cleared of tripping https://www.youtube.com/watch?v=XLeUvZvuvAs Older students with learning difficulties may also benefit hazards. Why every student deserves a champion | Rita Pierson: Objective: awareness of who you are outside, body posture https://www.youtube.com/watch?v=F23ak31YnTI This is about how you stand, hold and move your head, Lesson takes 30-40 minutes because of the movement of your whole body and the clothes Children explain how you make Friends: you wear. In this lesson you will learn how to be more aware of Aim: To encourage pupils to be aware of developing a social https://www.youtube.com/watch?v=6qu2cQnULjE your attitudes and mannerisms, and how this appears to circle beyond school. To discuss safe ways to meet and/or https://www.youtube.com/watch?v=-pVyrW_vwaw others. keep in touch with friends outside school. This may need to be https://www.youtube.com/watch?v=59tKl37x1d4 handled sensitively as many children with VI have limited Introduction social circles, opportunities to socialise and may have limited Friendship Soup Recipe Appearance is what you show/express to other people. People independence. https://www.youtube.com/watch?v=H7w7yXkJTu0 often make a judgment at the first "glance". It is important that you are aware of your own behaviours and Materials: A range of conversation starting cards that can be 100 Kids Tell Us What They Want to Be When They Grow Up: expressions when you are interacting with others. In these used for initiating communication. (for examples see Appendix. https://www.youtube.com/watch?v=RUup841pZrs lessons you will develop a little more awareness about your These are fun and suitable for all ages. They are good for own attitude and appearance. It has been proven that if you parents too!) have self-confidence, you know that you are good at something, your body will express it. Concepts/Words that are important to know or learn: social circle, social media, messaging, text, clubs, hobbies, Material conversation A space where all pupils can move freely Concepts emotions (repeating the basic emotions) attitude/expression 91 • If you were stuck in the woods and all the animals were 1.6 INITIATING CONTACT: STARTING A CONVERSATION friendly, which one would you hang out with? • If you could rename any fruit or vegetable, what would you Theme1: Who am I? call it? What would you call a potato? An apple? A Theme 3: Empowerment cauliflower? A peach? Cantaloupe? Theme 4: How do I communicate? • If you could make a rule for a day and everyone had to Theme 5: My Social Network follow it, what would it be? • Tell me about a strange dream you have had. Suitable for primary school age and older students • If you were an animal, what kind would you you be? Lesson takes 90 minutes. Aims: APPENDIX • The child becomes acquainted with the term »initiates communication« Conversation starter ideas • The child distinguishes appropriate strategies from inappropriate ones. • If you could have one superpower, what would it be? • The child plays a role play. • If you could have any animal as a pet, which animal would you choose? Background information: • Who’s the funniest person you know? Communication is an essential aspect of social and personal • If you could be any cartoon character, which one would you development. Initiating contact with others is the first step be and why? towards successful interaction. Students with Visual • What’s the best thing you have ever smelled? Impairment (VI) may experience challenges for a number of • What is the ickiest thing you have ever smelled? reasons. • If you were to make a silly sandwich, what would you put on • Initial communication is very difficult because the person with it? VI cannot access all of the visual and non-verbal information • If you could high-five anyone in the world, who would you from people around them. high-five? • Little choice in selecting the right person to initiate • What’s your favourite game to play? communication with. • If you were any character in any book you’ve read, who • Never knowing how another person will react. would it be and why? • Feelings of uncertainty and anxiety. • If you had the power to shrink anything and take it with you, what would you do with it? Teacher tips: not provide more help than needed. For example, if a person Step 2: 30 min with VI is helped to cross the road and you take them three Role-play: How do you start communication when vision is absent? streets further then the person may not know where they are. • Children are divided into pairs. 1. Firstly you need to be aware that there is someone you can If you want to offer help, a light touch on the back of the palm • Roles: seller – buyer, cleaner at school – pupil, principal – talk to. This can be done in a number of ways. and a calm “Can I help?” will let a person with VI know you are teacher. • Use of the sense of hearing to listen for any cues. talking to them. • They play by taking into account what they know about • Use of the sense of smell. verbal communication. They shall also take into account • Take notice of the feeling that someone is occupying the s What makes it easier to start a conversation? appropriate non-verbal communication. pace next to you. • Smaller places with fewer people. • In the role-play they use polite terms. • Make use of any limited residual vision. • When two people are already talking. • The presence of familiar people. Step 2: Role play (30min) Step 3: 30 min 2. You need to be aware of ways to initiate communication in • Being in a familiar environment. • Put students in pairs that do not know each other very well. Evaluation: different social situations. • Students find a spot in the classroom and role play initiating Two couples play a role-play in front of the others. Others • Verbal: use learned phrases to identify if somebody is there The lesson is divided into tree activities: talking to students, communication in a playground or initiating communication to observe the communication during the game. (They say what and open to communication – this will depend on the role play and evaluation establish friendship and to initiate communication for was good, what we could improve.) situation. This should be practiced many times in role-play. information to , for example asking for help on the street or in We can also draw up a criterion. • Non-verbal strategies: turning the face toward a person and Step 1: talking to students - conversation (30min) a shop. They present observations to their classmates. If necessary, smile, take a step backward or forward. • Remind students to focus on how they begin the the teacher adds his observations. conversation, how they use non-verbal communication, what 3. Choosing a particular person to start a conversation with. do they talk about. • Having similar or shared interests. • Proximity Step 3: Evaluation (30min) • Liking the person's voice. • Student feedback. Each pair describes what they did. The • Liking the way a person speaks. teacher encourages the students to describe how they felt during the role play, what could be improved in the future. How not to communicate with people with VI 1. The topic is only directed to the disability – remember that Possible questions: they have other abilities and interests! • How did you begin the conversation- what did you say, what 2. Pity – this can be heard in the tone of voice. did you do? 3. Ignoring or passing by. • What did you talk about? 4. Short replies- yes or no gives very little information to go on. • Which non-verbal communication did you use? For example 5. Pointing with hands without verbal explanation or gestures, eye contact. Why? description. • How did you feel? Was it comfortable/uncomfortable? 6. Too much help. Offer help and wait to see if it is needed. Do • Was it different asking for help or trying to make friends? 2.1 FINDING CONFIDENCE THROUGH BREATHING AND MOVEMENT Theme 2: How do I feel? This lesson is aimed at VI pupils and those with special needs. Aims: To facilitate relaxing and stress reducing effects using breathing and movement techniques. These activities have been developed so that children using wheelchairs can also participate fully. To build body awareness and confidence in movement Introduction: To introduce the idea of mindful breathing and movement, stillness and strength as a relaxation practice. Many yoga and Tai Chi movements are based on animals or birds so including the ‘story’ of the animal makes it fun. The exercise is ‘Monkey Wakes Up’ so discuss how busy and mischievous a monkey can be and how it needs to waken each body part. The early practitioners of Tai Chi sought “tranquillity in motion” The slowness of their combinations of breathing and physical movement enabled them to focus their minds solely on the exercise being performed. Materials for use: • Yoga mats, bean bags, wedges (optional) Concepts/Words that are important to know or learn: yoga, chi breathing. 2.2 DRAMA - BODY LANGUAGE AND EMOTIONS 5.1 INTRODUCING MYSELF AND MAKING FRIENDS Theme 2: How do I feel? Theme 1: Who am I? Theme 3: Empowerment This lesson is aimed at VI pupils and will work within a Theme 4: How do I communicate? mainstream setting. Age range from 10 – 16 years. Theme 5: My Social Network Target: Suitable for younger students and for MDVI. For older To explore body language and understand that emotions are students this lesson could be adapted by finding out not just in the mind, they are visible in the whole body. To about an adult, a visitor or an older pupil for example explore that your respond to someone is key to how they perceive you. Lesson takes 30-40 minutes Aim: Aims: I can make friends. Pupils will have the opportunity to To participate in some role play and drama activities that help practice introductions and asking questions pupils reflect on their own body language, mannerism and gestures and to have fun doing this! Materials for use: 1 puppet- this could be a person or an animal Materials for use: None needed Words that are important to know or learn: friendship, Concepts/Words that are important to know or learn: Freeze! same, different, favourite, shy, introducing yourself, tone of Thought tap, Role play. voice, personal space ATTACHMENT 1. Who am I 1.2 BECOMING AWARE OF WHO YOU ARE; WHAT CHARACTERIZES YOU AS A PERSON?