While we offer a number of games, most of these are common games and activities with simple alterations. Kids will be familiar with them and time won't need to be spent learning the rules so the focus will be on the actual activity. With these easy adaptations you will quickly see how activities you currently use can be made inclusive for everyone.
Consider this...Changing what is expected (either an outcome or an expectation) is modifying, while giving supports to help achieve what is expected is accommodating.
Equipment Modifications
Before any modifications are made, check with everyone to see if this is desirable. The purpose of equipment modifications is to make the game or activity more fun for everybody.
| Description | Effect |
|---|---|
| Lighter, softer, or larger types of equipment (balls, discs, bean bags) *Safety note: many children with spina bifida are allergic to latex therefore balloons are not advised. | Slows game and allows more time to prepare for and execute skill |
| Shorter, lighter striking implements | Allows greater control for weaker and less skilled player |
| Larger striking implement (eg larger sized racquets); Lower, closer, and larger goal or target area (eg. for basketball or bucket ball) | Reduces number of misses and increases opportunity for success; easier hand-eye coordination |
| Lighter, softer, smaller balls; Tethered ball can be attached to the wrist | More easily picked up, caught and retained |
| Bean bags substituted for balls | Not as elusive as balls and may be easier to throw for student with poor hand function |
| Partially deflated balls for dribbling and kicking | Slows movement of the ball and allows more time to prepare and execute the skill activities |
| Brightly coloured balls or objects that make sound | More easily caught |
| Ramp to distribute a ball or object | Easier to reach |
| Use flat dots/spots instead of cones; use tall cones or a small stool | Raises items that are diffcult to reach on the floor​ |
Skill Level Modifications
| Description | Effect |
|---|---|
| Skills such as wheeling substituted for running, rolling a ball off a lap for kicking, striking a soccer ball with a floor hockey stick instead of the foot | Increases success and opportunity to be involved in game play |
| Simplify tasks (eg. drop and catch the ball rather than bounce it consecutively) and use lead up activities to prepare the child | Increases success and opportunity to be involved in class activity |
| Props used to enhance skills; for example, a towel or pool noodle extends the reach for tag games | Increases level of success and motivation for participation |
Rules Modifications
| Description | Effect |
|---|---|
| No direct challenge when ball comes within 2 metres of player | More time to prepare for and execute skill |
| Differential scoring system allowing points for specific behaviours; for example, passing, touching ball | Recognizes effort, learning and success |
| Only essential rules used | Reduces game complexity |
| Complete end line used as goal | Allows more frequent scoring opportunities and use of multiple goalkeepers |
| Unlimited number of contacts with ball before crossing net or centre line | Increases opportunity to make contact with ball |
| Unequal numbers in team groupings | Matches teams |
| Number of trials increased; for example, unlimited number of attempts to strike ball | Increases level of success and opportunity to practice emerging skills |
| Allow extra tags so the child is not out right away | Increases opportunity for success as well as fun and enjoyment |
| Allow child to use their hands where normally it might not be allowed | Focused on the abilities of the child and facilitates inclusion |
| Add peer assistance when needed (for example an extra goalie) | Increases opporunities for success and increased self esteem |
Modifications to the Facility or Environment
| Description | Effect |
|---|---|
| Smaller playing area used | Increases opportunity for application of skill and participation in flow of game |
| Target lowered or moved closer | Reduces number of misses and increases opportunity for success |
| Decrease distance - start or finish line moved; for example, next runner in relay starts when student reaches halfway point | Increases level of success and opportunity to be involved in game play |
| Designated position/function assigned to reduce area to be travelled; for example, designated pitcher, goalie or foul shooter | Increases successful participation in the game |
| Modify Boudaries: establish designated zones/spaces for students to travel in; include "safe zones" for wheelchair users/runners | Makes games safer for everyone |