First and foremost, life in common demands—for ourselves, for our children, for our friends, disabled and non-disabled alike—tolerance and generosity. Without these two human and Christian qualities, how could any of us live in harmony with our brothers and sisters?
But that is not enough. The more different the members of a group are from one another, the more carefully the day must be planned and activities must be structured. And since we are speaking here of leisure activities, games must be chosen and prepared with care, as must songs and musical activities—because not everything works for everyone.
I will not discuss handwork here, as it belongs more to individual pursuits.
Let us begin, then, with:
Forming the Group
A group made up of adults and young people needs careful attention to numbers and active participation. Many games are possible on the condition that each disabled person has an adult companion—though not someone the same age as the young person being assisted. A playmate can and should help, certainly, but must remain a playmate and not become a "little teacher"; doing so would distort his role as a friend and he would lose the spontaneous energy so valuable to the group's atmosphere.
For example: during a treasure hunt, L., who is very slow and unsteady, needs a constant adult presence at her side to gather ten pebbles, while B. and D. race to collect messages or work through various tasks. By the end of the game, though, each has made their own contribution.
The Space
The space where the group meets matters greatly for success or failure. It will usually be a room or a garden. Either must be large enough—when you have many people, noise increases, and while it may only tire adults, it can genuinely disturb some young people and become a source of tension. This matters more for an indoor space than for a garden, obviously. It is also important that the space be enclosed or fenced for obvious safety reasons, especially in a garden, but also to aid concentration and engagement: many young people struggle to pay attention and to find their way in space, and they benefit greatly if a door is closed or space is limited with ropes, chairs, plants, and so on.
Other qualities matter too: temperature, lighting, furnishings, safety elements—windows, stairs, balconies, railings, and the like.
The Activities
Games and musical activities seem best suited to the kind of group we are considering—people of different ages and abilities.
Musical activities—songs, action songs, rhythm instruments, listening to music—are an endless resource, though they do require some musical knowledge from the person leading them. Without such knowledge, it is better to focus on action songs (which can also be counted as games), because:
-they can be used by everyone and are an inexhaustible source of fun and learning;
-they give everyone a chance to express themselves, including those who cannot speak or who have limited or difficult speech;
-they can help develop body awareness: identifying body parts, left, right, forward, backward;
-they can serve as beneficial exercise;
This is the joy of a group: seeing each person give their all, using every capacity they have.
-for some, they can fulfill a desire to perform, to act on stage.This is the joy of a group: seeing each person give their all, using every capacity they have.
Many other games offer one or more of these benefits.
In games, individual competition should obviously be avoided. Team competition can be valuable, provided it is moderate and the teams are formed with careful thought.
Do not overlook games that require movement. Those with physical disabilities will need help, but even with help, they are often pleased to break free from forced stillness.
Gestures, as in action songs, matter greatly, but three things must be kept in mind:
-repetition, which fascinates all children and, in children with disabilities who are often slower, becomes a real need. But…
-if a gesture is learned through repetition, it is also important to learn when to stop—which can be difficult.
-Finally, watch the pace of an activity: if it moves too fast, many disabled participants will not be able to keep up.
The length of a game, a song, or any other activity must be adjusted each time to fit the group and the moment. Some will want to do the same thing for a long time; others, by contrast, are restless and struggle to follow a game through to completion.
Always keeping in mind how varied a group can be, you must be attentive to both the faster, more dynamic young people and the slower ones. You must always find a balance and know how to alternate who gets the chance to shine. It is necessary that the faster one learn to wait for the slower one, but it is also important sometimes to give the faster one the chance to run with all their strength.
It seems to me, in fact, that this is the joy of a group: seeing each person give their all, using every capacity they have.
I do not want to draw conclusions from these brief suggestions.
I believe that playing, singing, and growing together are things we can want and intend—but they must also be nurtured and developed.
For this reason, it would be good if all who have some experience in this area would share their advice and insights with us.