![lost in blindness game lost in blindness game](https://i.ytimg.com/vi/RzODAKBznUE/maxresdefault.jpg)
Variety of play options is best, leave it open for the players to make their own rules.It is best if the game can be practiced alone, like a puzzle, to gain competence.It is good to have differences in texture but also a difference in levels helps to define shape.Some of the most important feedback we got from the IDBE was the following: There we received in-depth feedback from 19 attendees who were deaf-blind, 7 attendees who were deaf-sighted, 1 who was hearing-blind, and 21 who were hearing-sighted in addition to being relatives, program directors, or teachers of people who are deaf-blind. Alterations were made based on these comments and the improved versions were presented at the First International Deaf Blind Expo (IDBE) in Las Vegas, Nevada in August, 2014. DESIGN & DEVELOPMENTīy presenting ideas and prototypes at workshops and conferences, we were able to gather input from over 100 professionals in special education, orientation & mobility, and assistive technology. Our goal was to make the games challenging, fun, and appealing to players with all ranges of vision and hearing, since increased social interaction was our ultimate goal.
![lost in blindness game lost in blindness game](http://assistivetechnologyblog.com/wp-content/uploads/2014/08/99bc06f706b69820ddfca3f40f4502f1.png)
LOST IN BLINDNESS GAME SERIES
We set out to create a series of games that Paco, (and others with visual and auditory impairments,) could play that would be completely accessible. Some players were welcoming and helpful, but others became impatient or annoyed, and some avoided joining groups that Paco was a part of. Most games were taking significantly longer to play and Paco was not enjoying the experience. When others could see what cards the other players had lain down, Paco had to keep touching them because he would forget. He could tell what cards he was holding in his hand but every time someone laid down a card, he would have to feel it to know what it was. Game pieces were easily lost or out of reach. When Paco touched game pieces on a board, he frequently moved the pieces. He could not tell when they were bluffing. He could not hear clearly when the other players were telling him to do something. Paco was bored, and once even fell asleep. There were long lulls in between turns, during which there was no input. Since the purpose of the game club was social interaction, having Paco’s educational aide sitting next to him was not considered ideal and made the other students feel constrained.Īs a result, during multiplayer games, Paco could not hear what the other players were saying and did not feel part of the group. His one-to-one aide in the classroom filled in for what Paco missed due to his hearing and vision impairment. In a noisier environment or with multiple people talking, Paco had a much harder time understanding what was said. In the classroom, he used an FM amplification system for the teacher’s voice. In a quiet setting, he could hear pretty well with his hearing aids. Game boards were modified with pipe cleaners, Wikki Stix, and puff paint to make them 3-dimensional. Clear braille labels were placed on cards and game pieces. Prior to his arrival, Paco’s vision specialist went through the games and made some modifications. One of the teachers at the school started up a game club for students every Wednesday during lunch period in her classroom. Paco was often found sitting by himself in some quiet corner during most recess and lunch periods. Many of his old friends had new friends that they were excited to hang out with. Many of the students at the school were new.
![lost in blindness game lost in blindness game](https://i.ytimg.com/vi/cZkR0smB9Jw/maxresdefault.jpg)
![lost in blindness game lost in blindness game](https://manticoreprod.azureedge.net/screenshots/7c6c1aceb9514412a75732f6108d968e_0_5YmgE3RqmYYr4YQtGeCxCd_DA7EE5580D495F335E2CEB7E2AFB6B655498FCD7.jpg)
Upon transitioning to middle school, however, Paco began to have some difficulties adjusting socially. His grades were excellent in all his classes. Paco attended general education classes with a one-to-one support aide/braillist, and itinerant services for orientation and mobility, vision, and deaf and hard of hearing. This also caused a hearing loss, for which he wore hearing aids. Our client “Paco”, was a popular sixth grade boy who was blind from birth with a rare genetic condition.