GAMESP

TEACHING UNITS      The platform of the Gamesp also will include 10 Teaching Units. The TU is based on existing games and new ones which can be created from adaptation for adults with disabilities. The games seek for working different fields, such as orientation, sequencing, etc.These units will emphasize the game between two persons, may be involved both handicapped adults or parents. In this way, we enhance the interaction and peer learning. This role can also be ‘played’ by parents and educators.  Each unit has activities with 3 levels of difficulty:  In level easy, you are going to recognise your goal on each board and to move the robot on the board. (Reading ability is not required. I could only present images of some objects.)  In the level medium, you can use provided board or create your own. On this level, It is possible to use QR codes to get more information about the topics and involve the ability of reading.  In level advanced, you have to cooperat

           How are the lives of people with disabilities affected?         People respond to disabilities in different ways. Some react negatively and thus their quality of life is negatively affected. Others choose to focus on their abilities as opposed to their disabilities and continue to live a productive life. There are several factors that affect the impact a disability has on an individual. These barriers contribute to the disadvantages experienced by people with disabilities, such as the following. They have poor health outcomes. Depending on the group and setting, persons with disabilities may experience greater vulnerability to preventable secondary conditions and co-morbidities, untreated mental health conditions, poor oral health, higher rates of HIV infection, higher rates of obesity, and premature mortality. They have lower educational achievements. Children with disabilities are less likely to start school than their peers without disabilities. They als

   WHO FOR?                                 GAMESP                                       People with Intellectual Disabilities at all ages,  parents and other relatives of the people with intellectual disabilities because of the game will be developed in such a way that combines a low intellectual difficulty with an adult design and psychology. Schools, universities, institution dealing with them.      Children and adults with intellectual disability share an attribute with all other minority groups: they are different. The difference may be real or perceived, but the effect is substantial. The difference begins with the altered expectations of parents when they learn about the prospect of cognitive disabilities.        When one examines the characteristics of difference for an individual with an intellectual disability, one notes several components, all of which are to some extent dynamic. First is the matter of achievement and performance, in the measured or standard s