Tyler Paulo

LEI 4724

BLIND WALK
Matthys, M. (n.d.). Blind walk. Retrieved February 3, 2015, from
http://education.illinois.edu/YLP/96-97/9697_curriculum_units/Alike_Different_MMatthys/blind_walk.html
Equipment: Blindfolds
Group size: Groups of 2
Activity Description: Starting off in pairs, students greet and get to know each other for a
couple minutes before choosing who is going to be blindfolded and who is going to be the guide
during the blind walk. Starting in the hallway, students will guide their blind walkers towards our
classroom where an obstacle of desks will be set up leading towards the outside door. Guiders
must inform the blind walkers of every move to avoid any contact with objects during their walk.
Once outside, blind walkers will be lead to the front of the arena where they will then change
positions as guiders and blind walkers. Guiders will have the blind walkers change direction,this
time leading the blind from the outside, inside.
Leadership Considerations: Facilitators will observe the activity to make sure that blind
walkers are being guided without hazard. Remind blind walkers and guiders that their sense of
sight is gone, so it is important for them to try to use and acknowledge other senses during the
activity. Guiders will use verbal communication to assist as much as possible during the blind
walk, while blind walkers should use their senses of touch and hearing to acknowledge their
surroundings.Paraplegic patients can be incorporated into this activity though it might be a little
tougher since you would have to find handicap routes around the school. Down syndrome
patients can may also be incorporated and may benefit from this activity through listening
comprehension.
Discussion Questions:
What are three things you noticed with your other senses during your walk?
What is something that you learned as a blind walker or guide?