KR102621548B1 - Board game kit for improving handicapp recognition - Google Patents

Abstract

The present invention relates to a board game teaching aid for improving disability awareness, and more specifically, to improving disability awareness by learning the types of disabilities, difficulties experienced by disabled people, and coping measures for each type of disability or improving awareness of disabilities through board games. It's about the dragon board game teaching aid.
The board game aid for improving disability awareness according to the present invention for solving the above problems includes a board composed of a loop in which a plurality of school spaces, a plurality of staff room spaces, a plurality of classroom spaces, and a plurality of school event spaces are connected to each other; A plurality of character words corresponding to the player while moving between spaces on the board; Dice that determine the number of spaces through which the character moves across the plurality of spaces; A teacher's office card on which instructions for movement of the character horse or payment of compensation are written; Classroom cards that correspond to the classroom cells and display problem situations experienced by each type of disability; and a love card given to the player as a reward for resolving the problem situation indicated on the classroom card. In the school box, disability information is displayed according to the type of disability, and in the school event box, information about school events is displayed. It is characterized by information being written.

Description

Board game aid for improving disability awareness {BOARD GAME KIT FOR IMPROVING HANDICAPP RECOGNITION}

The present invention relates to a board game teaching aid for improving disability awareness, and more specifically, to improving disability awareness by learning the types of disabilities, difficulties experienced by disabled people, and coping measures for each type of disability or improving awareness of disabilities through board games. It's about the dragon board game teaching aid.

It is highly likely that non-disabled people's misperceptions and prejudices toward disabled people will lead to negative attitudes toward disabled people and lead to negative behavior towards disabled people. As a result, the importance of education to improve disability awareness is being emphasized to correct misconceptions and prejudices about people with disabilities, and various educational methods are being used for various age groups to improve awareness of disabilities.

However, despite such disability awareness improvement education, it was confirmed that non-disabled people's awareness of disabled people is not improving. According to the 2017 survey on the status of the disabled, 79.9% of all disabled people responded that there is a lot of discrimination against the disabled, which confirms that the discrimination experienced by the disabled is at a serious level. To solve this problem, various education programs to improve disability awareness are being conducted, but it is very difficult to determine their status and effectiveness.

In Korea, education to improve the awareness of students with disabilities and to understand disabilities is being implemented starting from kindergarten, but it is difficult to comprehensively understand the effect of disability awareness education due to the diversity of implementation entities.

On the other hand, a board game refers to a game that is played according to certain rules by placing pieces or cards on a board. In detail, it is a card game played with cards and a board game featuring dice and soldiers. Although it can be divided into two categories, both are generally referred to as board games.

Since board games are played face to face by players, they have a unique flavor that is different from computer games that are mainly played alone. Recently, the types of board games have become very diverse, reaching over 10,000 types, and their scope is very wide, ranging from territorial expansion and property growth to pro-social topics such as environmental protection and gender equality.

In Korea, the culture of enjoying board games has been expanding significantly as board game rooms have spread throughout the country since 2000.

As one of the educational methods using board games, registered patents include a board game for golf education in Registered Patent Publication No. 10-2005301, a board game teaching tool set for language learning and a language learning method using the same, and registered patents in Registered Patent Publication No. 10-2087711. Board game materials, etc. were disclosed in Publication No. 10-2150559.

The above technologies are for education or awareness improvement on golf, language learning, and recyclable waste, but there is an urgent need for the development of board games to improve awareness of disabilities.

Registered Patent Publication No. 10-2005301 (July 24, 2019) Registered Patent Publication No. 10-2087711 (2020. 03. 05.) Registered Patent Publication No. 10-2150559 (2020. 08. 26.)

The present invention was created to solve the above problems, and the problem to be solved by the present invention is to solve the problem situations experienced by each type of disability through a board game, so that people with disabilities can naturally learn to improve awareness of disabilities. The purpose is to provide board game materials to improve awareness.

The board game aid for improving disability awareness according to the present invention for solving the above problems includes a board composed of a loop in which a plurality of school spaces, a plurality of staff room spaces, a plurality of classroom spaces, and a plurality of school event spaces are connected to each other; A plurality of character words corresponding to the player while moving between spaces on the board; Dice that determine the number of spaces through which the character moves across the plurality of spaces; A teacher's office card on which instructions for movement of the character horse or payment of compensation are written; Classroom cards that correspond to the classroom cells and display problem situations experienced by each type of disability; and a love card given to the player as a reward for resolving the problem situation indicated on the classroom card. In the school box, disability information is displayed according to the type of disability, and in the school event box, information about school events is displayed. It is characterized by information being written.

Here, the school events include school trips, recess, physical education classes, picnics, and quiz competitions.

In addition, when the school event is a quiz contest, it further includes a quiz contest card on which problems related to improving awareness of persons with disabilities are displayed in response to the quiz contest.

In addition, the love card is provided to the player who announces the correct answer to the question displayed on the quiz contest card.

In addition, it further includes a classroom card example answer sheet showing etiquette according to the type of disability and example answers to problem situations indicated on the classroom card.

In addition, when the problem situation experienced by the type of disability indicated on the classroom card corresponding to the classroom space is resolved, a class president token corresponding to the character word located in the classroom space designates the classroom space as a specific space of the character word. It further includes.

In addition, the type of disability is characterized by being comprised of physical disability, autistic disorder, intellectual disability, and visual/hearing disability.

According to the present invention, rather than determining winners and losers through board games, it is possible to derive a learning effect that naturally improves awareness of disabilities by solving problem situations encountered by each type of disability during the process of playing the board game. There is an advantage.

In addition, it has the advantage of providing various quizzes related to disability awareness while playing the board game, and providing learning to improve disability awareness through the answers to the provided quizzes.

In addition, because the board game rules are simple, even preschool children can easily understand and participate, and it has the advantage of improving the bond through intimacy between users.

1 is a configuration diagram of a board game teaching aid for improving disability awareness according to an embodiment of the present invention;
Figure 2 is a configuration diagram of a board applied to a board game teaching aid for improving disability awareness according to the present invention;
Figure 3 shows character words of an embodiment applied to a board game teaching tool for improving disability awareness according to the present invention;
Figure 4 shows a school office card applied to a board game teaching aid for improving disability awareness according to the present invention;
Figure 5 shows a classroom card applied to a board game teaching aid for improving disability awareness according to the present invention;
Figure 6 shows a love card applied to a board game teaching aid for improving disability awareness according to the present invention;
Figure 7 shows a quiz contest card applied to the board game teaching aid for improving disability awareness according to the present invention;
Figures 8 and 9 show example answers written on a classroom card example answer sheet applied to a board game teaching aid for improving disability awareness according to the present invention, respectively;
Figure 10 shows a prefect token applied to a board game teaching aid for improving disability awareness according to the present invention;
Figure 11 shows a letter of appointment applied to the board game teaching aid for improving disability awareness according to the present invention.

Next, a preferred embodiment of the board game aid for improving disability awareness according to the present invention will be described in detail with reference to the drawings.

Hereinafter, the present invention will be described in more detail with reference to the attached drawings. Prior to this, the terms or words used in this specification and claims should not be construed as limited to their usual or dictionary meanings, and the inventor should appropriately define the concept of terms in order to explain his or her invention in the best way. Based on the principle of definability, it must be interpreted with meaning and concept consistent with the technical idea of the present invention.

In addition, if there is no other definition in the technical and scientific terms used, they have meanings commonly understood by those skilled in the art to which this invention pertains, and the gist of the present invention is summarized in the following description and accompanying drawings. Descriptions of known functions and configurations that may be unnecessarily obscure are omitted. The drawings introduced below are provided as examples so that the idea of the present invention can be sufficiently conveyed to those skilled in the art. Accordingly, the present invention is not limited to the drawings presented below and may be embodied in other forms.

Additionally, it should be noted that like reference numerals indicate like elements throughout the specification, and like elements in the drawings are indicated by like symbols wherever possible.

The present invention relates to a board game teaching aid for improving disability awareness, and more specifically, to improving disability awareness by learning the types of disabilities, difficulties experienced by disabled people, and coping measures for each type of disability or improving awareness of disabilities through board games. It's about the dragon board game teaching aid.

Figure 1 shows the configuration of a board game teaching tool for improving disability awareness according to an embodiment of the present invention.

Referring to the attached Figure 1, the board game teaching aid for improving disability awareness according to the present invention includes a board (10), character pieces (20), dice (30), school office cards (40), classroom cards (50), and love cards. (60), quiz contest card (70), classroom card example answer sheet (80), class president token (90), letter of appointment (100), and game guide book (110).

Figure 2 is a configuration diagram of a board applied to a board game teaching aid for improving disability awareness according to the present invention.

Referring to the attached FIG. 2, the board 10 may be made of paper or synthetic resin in a rectangular or square shape, and each side has a plurality of school compartments 11 divided into square compartments, and a plurality of teachers' offices. A space (12), a number of classroom spaces (13), and a number of school event spaces (14) are displayed.

The board 10 according to one embodiment is shown in a rectangular shape, but may be selected from circular, oval, or polygonal shapes.

The school compartment 11 may be placed at each corner of the board 10, and may be configured to start at one selected school and end at the starting school.

In the school compartment 11, disability information is displayed according to the type of disability, and the same disability type is applied to the next school compartment.

Disability classification according to the Welfare of Persons with Disabilities Act is largely divided into physical disabilities and mental disabilities. The physical disabilities are divided into external bodily dysfunctions and internal organ disorders, and mental disabilities are divided into developmental disabilities and mental disabilities. In addition, external physical dysfunction is classified into physical impairment, encephalopathy, visual impairment, hearing impairment, speech impairment, and facial impairment, and internal organ impairment is kidney impairment, heart failure, liver impairment, and respiratory impairment. It is subdivided into stoma/ostoma disorders and preencephalic disorders. Developmental disabilities are subdivided into intellectual disabilities and autism disorders.

In the present invention, the types of disabilities are classified and displayed into four types: physical disability, autistic disorder, intellectual disability, and visual/hearing disability. At this time, the above type of failure may change depending on design.

In addition, a school office compartment (12), a classroom compartment (13), and a school event compartment (14) are arranged between the school compartment (11) and the next school compartment (11) in the proceeding direction.

In addition, the school column 11 is displayed in different colors with the school name for each type of disability. For example, as shown in Figure 2, it is divided into Green School for Physical Disabilities, Red School for Autistic Disorders, Orange School for Intellectual Disabilities, and Yellow School for Visual/Hearing Impairments, and the school names, etiquette for each type of disability, and characteristics of disabilities. Information on such things is described.

In addition, one selected school space (11) is used until the next school space (11), and the school office space (12), classroom space (13), and school event space (14) are colored similar to the color corresponding to the selected school space (11). It is displayed as

For example, the school office space (12), classroom space (13), and school event space (14) placed between the green school for physical disabilities designated as the starting point and the red school for autism disorder are displayed in green, and the space for autism disorder is displayed in green. The teacher's office space (12), classroom space (13), and school event space (14) placed between the red school and the orange school for intellectual disabilities are displayed in red. Likewise, the school office space (12), classroom space (13), and school event space (14) placed between the orange school for intellectual disabilities and the yellow school for visual/hearing disabilities are displayed in orange, and the yellow school for visual/hearing disabilities. The staff room (12), classroom (13), and school event space (14) placed between the school and the red school for autism are displayed in yellow.

One or more of the school office compartments 12 may be placed between a school compartment and the next school compartment.

A plurality of the classroom compartments 13 are arranged between a school compartment and the next school compartment, and are arranged by classifying grades and classes according to colors of the same series.

The school event compartment 14 is disposed between a school compartment and the next school compartment, and school events include school trips, recess, physical education class, picnics, and quiz competitions.

At this time, instructions for the player or instructions for the movement of the character are given according to the school trip, recess, physical education class, and picnic.

For example, for a school trip, the character must move to the desired classroom without exceeding two school squares, during recess, the player must roll the dice once to rest, and during physical education class, the player must perform the indicated physical training. The excursion may display instructions to move to the next school compartment.

Additionally, the quiz contest is conducted in conjunction with the quiz contest card.

The character pieces 20 move through the spaces of the board 10 and correspond to the player, and Figure 3 shows the character pieces of an embodiment applied to the board game teaching aid for improving disability awareness according to the present invention.

In the present invention, the character horse 20 is configured so that a total of 5 people, including the teacher character, can participate, but of course it can be changed depending on design conditions.

The dice 30 determines the number of spaces through which the character piece 20 moves on the board 10, and a predetermined number may be displayed on each side of the hexahedron for the player to throw or roll. In one embodiment of the present invention, the dice 30 may display numbers from 1 to 6.

The school office card 40 displays instructions for movement or compensation for the character horse 20.

Figure 4 shows a school office card applied to a board game teaching aid for improving disability awareness according to the present invention.

The attached Figure 4 (a) shows the front of the teacher's office card, and Figure 4 (b) shows the back. The front of the staff room card 40 is configured in the same way so that a specific card cannot be selected, and various instructions are displayed on the back.

Instructions for the movement of the character horse (20) written on the staff room card (40) include 'Go forward 2 spaces', 'Go back 2 spaces', 'Name 3 people with disabilities among great people', '1st place and This consists of 'change the last place', 'change the position with the person in front', 'go to the current school entrance', 'go to the next school entrance', etc.

The instructions for the reward of the character speech (20) include ‘obtain 1 love card’, ‘remove 1 love card’, etc.

The classroom card 50 corresponds to the classroom section and indicates problem situations experienced by each type of disability.

Figure 5 shows a classroom card applied to the board game teaching aid for improving disability awareness according to the present invention.

Referring to the attached FIG. 5, the classroom card 50 is divided by disability type, problem situations for each disability type are indicated, and the color is different for each disability type.

The colors are the same depending on the school for each type of disability. In detail, they are divided into green classroom cards for physical disabilities, red classroom cards for autism, orange classroom cards for intellectual disabilities, and yellow classroom cards for visual/hearing disabilities. .

Like the staff room card 40, the classroom card 50 is configured to have the same front side so that no specific card can be selected, and the back side displays problem situations for each type of disability.

The above problem situations consist of inquiries about various situations that disabled people may encounter at school and in society. For example, questions are displayed that can discuss situations such as places that autistic people avoid, situations that may arise during class for people with intellectual disabilities, situations in which people with physical disabilities need help, and situations that people with hearing impairments find difficult.

The love card 60 is given to the player as a reward for solving the problem situation indicated on the classroom card. In the present invention, the player who presented the answer to the problem or the player who presented the answer to the problem of improving awareness of the disabled is paid as compensation to

Figure 6 shows a love card applied to a board game teaching tool for improving disability awareness according to the present invention, where Figure 6 (a) shows the front side and Figure 6 (b) shows the back side.

If the school event is a quiz contest, the quiz contest card 70 displays a question about improving disability awareness in response to the quiz contest.

Figure 7 shows a quiz contest card applied to a board game teaching tool for improving disability awareness according to the present invention.

Referring to the attached FIG. 7, the top of FIG. 7 shows the front of the quiz contest card, and the bottom of FIG. 7 shows the back.

The quiz contest card 70, like the staff room card or classroom card, is configured to have the same front side so that no specific card is selected, and various quizzes are displayed on the back side.

The quiz may be composed of short answer questions or questions with relatively clear answers, such as (O, X).

For example, 'What is the law prohibiting discrimination against people with disabilities?', 'What is the opposite of disabled person?', 'What do you call a person with a disability?' Quizzes with clear answers will be displayed.

The classroom card example answer sheet (80) contains etiquette for each type of disability and example answers to the problem situations indicated on the classroom card.

Figures 8 and 9 each show example answers written on a classroom card example answer sheet applied to the board game teaching aid for improving disability awareness according to the present invention, Figure 8 is an example answer for a problem situation according to physical disability, and Figure 9 is This shows example answers to problem situations caused by autistic disorder.

The answers written on the classroom card example answer sheet 80 above may include processes and opinions to solve the problem situation.

In the present invention, a teacher may be required to compare the player's response with the content written on the classroom card example answer sheet and determine whether the response matches the written content. One of the players may be selected as such a teacher, and the person selected as the teacher will be issued a separate card, for example, a teacher card.

For example, if four players are playing the game, each player will receive one teacher card selected from among the red school teacher, yellow school teacher, orange school teacher, and green school teacher, and each school teacher will be assigned to the corresponding school. The corresponding classroom card example answer sheet 80 is checked, and the player's response is compared with the content written on the classroom card example answer sheet to indicate whether the player's response matches the written content.

The class president token 90 corresponds to a classroom space and, when the problem situation experienced by the type of disability indicated on the classroom card is resolved, corresponds to the character word located in the classroom space and designates the classroom space as a specific space of the character word. .

To elaborate, if the space to which the first player holding the first character piece moves to the number indicated by rolling the dice (30) is one of the classroom spaces (13), that is, when the character piece arrives at the classroom space (13), The classroom space is designated as a specific space for the first character, and a class leader token is placed in the specific space so that the designated space refers to a specific space for the first character.

If a character other than the first character is located in a specific designated space, it can be designated as a space for exchanging love cards.

Figure 10 shows a prefect token applied to a board game teaching aid for improving disability awareness according to the present invention, and a plurality of prefect tokens are provided corresponding to character words.

The letter of appointment 100 is awarded to a player recommended by a teacher (player holding a teacher card) in response to a classroom card 50 indicating problem situations experienced by type of disability. Figure 11 shows disability recognition according to the present invention. This shows the letter of appointment applied to the improvement board game teaching aid.

The appointment letter recommends the player who did the best in discussion in the process of solving the problem written on the classroom card, according to the teacher's judgment, and the recommended player is appointed as an ambassador for improving disability awareness. At this time, the teacher is configured to recommend players other than himself.

Afterwards, players appointed as public relations ambassadors for improving disability awareness will receive a letter of appointment as a reward.

The game guidebook 110 is a manual that describes the game introduction, game background, game components, and game method, and includes a general description of the board game tool for improving disability awareness according to the present invention.

The process of playing a board game using the board game aid for improving disability awareness according to the present invention configured as described above will be described.

1. Board game preparation stage

In the board game preparation stage, players participating in the game are selected, school cards, office cards, classroom cards, and quiz contest cards are sorted and mixed by type and color, and the selected player selects a character word and then responds to the character word. This is the step of distributing prefect tokens, determining the order in which the dice are thrown, and paying out a certain love card.

In this process, each player draws a teacher card and takes on the role of a teacher at the school, checks sample answers to problem situations, informs other players, and recommends the person who had the best discussion other than themselves.

Additionally, the principal can be responsible for managing the love cards and awarding a letter of appointment as a public relations ambassador for improving disability awareness at the end of the game.

2. Board game progress steps

The board game progression stage is the process of learning about improvements in awareness of each type of disability while playing the board game.

The player rolls the dice in order, moves his or her character by the number shown on the dice, and performs the instructions in the space at the moved location.

It starts with the Green School, followed by the Red School, the Orange School, and the Yellow School.

The content performed depending on the space to which the character moves is as follows.

- Classroom compartment

If the location to which the character moves is a classroom space, the player whose character arrived first in that classroom space takes a classroom card, draws one, and places a class president token.

Players read the problem situations encountered for each type of disability on the classroom card they drew, and discuss the problem situation with the players for at least 2 minutes. Time management during the discussion process is managed by the teacher, and when the discussion is completed, the teacher checks the classroom card sample answer sheet and informs all players.

When another character arrives at the classroom space where the prefect token is placed, one love card is given to the player who first grabbed the prefect token, and no more classroom cards are taken from the classroom space where the problem has been resolved.

- Teacher's room

If the location to which the character moves is the teacher's office space, the player takes one teacher's office card and follows the instructions written on the teacher's office card.

- School event section

If the location to which the character moves is a school event space, the player follows the instructions written in the school event space.

○ School trip: Move the character to the desired classroom (within 2 schools).

○ Picnic: Move to the next school.

○ Festival: Obtain 2 love cards from the classroom space where your class president token is placed.

○ Rest time: Players rest for 1 turn.

○ Physical education time: Perform physical training according to the indicated contents (e.g., stretching for 15 seconds, jumping with open arms 5 times, moving the neck to the left and right 5 times, extending arms upward for 10 seconds, etc.).

○ Quiz Contest: Players draw one quiz contest card, answer the quiz written on the quiz contest card they drew, and if they answer correctly, they receive one love card.

Players repeat the board game steps in order.

In the above configuration, special circumstances apply.

The above special situation informs players of the situations (types of disabilities) of all schools displayed on the board and, in order to form a consensus, rolls a die in the space where the character is located and, if the number that rolls out passes the school space, stops at the school space that passes. Exceptional circumstances apply.

Additionally, two love cards are given to the player who completes one round by visiting all of the school squares.

3. End of board game

The board game ends when any one of the following three conditions is met.

① If there is a player who performed the first 2 rounds

-If there is a player who starts from Green School and reaches Green School first after making 2 rounds, the board game ends.

② When there is a player who has served as class president for 2 or more classes.

The board game ends when a specific player places more than two class president tokens in the classroom space corresponding to each school.

In other words, if a specific player places two or more prefect tokens in every school's classroom space, love cards may be concentrated on that specific player, and other players may lose interest in the board game due to this concentration of love cards. The board game ends because it can.

③ When 40 minutes have passed since the game started

Board games must be played during the corresponding period of 1st period. If 40 minutes elapse, players may become bored and their concentration may decrease.

4. Board game rise

When the board game is over, the teacher (player with a teacher card) recommends the player who expressed the discussion very well in the process of solving the problem on the classroom card, and the recommended player is appointed as an 'Ambassador for Improving Disability Awareness'.

The player appointed as an 'Ambassador for Improving Disability Awareness' will be awarded a certificate of appointment as an Ambassador for Improving Disability Awareness (100, see Figure 1) based on the teacher's recommendation.

As a side note, the player with the most love cards can be recognized as the winner of the board game.

According to the present invention, rather than determining winners and losers through a board game, it is possible to derive a learning effect that naturally improves awareness of disability by solving problem situations encountered by each type of disability in the process of playing the board game. There is an advantage. In addition, it has the advantage of providing various quizzes related to disability awareness while playing the board game, and providing learning to improve disability awareness through the answers to the provided quizzes. In addition, because the board game rules are simple, even preschool children can easily understand and participate, and it has the advantage of improving the bond through intimacy between users.

In the above, a preferred embodiment of the board game aid for improving disability awareness according to the present invention has been described, but the present invention is not limited thereto, and may be modified in various ways within the scope of the claims, description of the invention, and attached drawings. It is possible to practice, and this also falls within the scope of the present invention.

10: Board 20: Character words
30: dice 40: school office card
50: Classroom Card 60: Love Card
70: Quiz contest card 80: Classroom card example answer sheet
90: Prefect Token 100: Letter of Appointment
110: Guide book

Claims (7)

A board consisting of a plurality of school compartments, a plurality of teacher room compartments, a plurality of classroom compartments, and a plurality of school event compartments connected to each other to form a loop;
A plurality of character words corresponding to the player while moving through the squares of the board;
Dice that determine the number of spaces through which the character moves across the plurality of spaces;
A teacher's office card on which instructions for movement of the character horse or payment of compensation are written;
A classroom card that corresponds to the classroom compartment and indicates problems experienced by type of disability such as physical disability, autistic disorder, intellectual disability, and visual/hearing disability; and
A love card given to the player as a reward for solving the problem situation indicated on the classroom card;
It is composed including,
The instructions on the staff room card are:
‘Go 2 spaces forward’, ‘Go 2 spaces back’, ‘Name 3 people with disabilities among great people’, ‘Switch places between first and last place’, ‘Switch positions with the person in front’, ‘Go to current school entrance’ ', 'Go to the next school entrance', 'Get 1 love card', 'Remove 1 love card',
The school box displays disability information according to the type of disability, which is divided into green schools for physical disabilities, red schools for autism, orange schools for intellectual disabilities, and yellow schools for visual/hearing disabilities.
The staff room, classroom, and school event space arranged between the green school for physical disabilities and the red school for autism are displayed in green, and the staff room space placed between the red school for autism and the orange school for intellectual disabilities are displayed in green. , the classroom space and school event space are displayed in red, and the staff room space, classroom space, and school event space placed between the orange school for intellectual disabilities and the yellow school for visual/hearing disabilities are displayed in orange, and the above time /The teacher's office space, classroom space, and school event space placed between the yellow school for hearing impairment and the red school for autism disorder are displayed in yellow.
In the school event box, event information about school events consisting of field trips, recess, physical education class, picnics, and quiz competitions is entered.
The school trip involves moving the character to the desired classroom within two school spaces, the break time allows the player to roll the dice once, and the physical education class requires performing the indicated physical training, The picnic moves to the next school compartment,
If the school event is a quiz contest, a quiz contest card indicating a problem for improving disability awareness corresponding to the quiz contest; and providing the love card to the player who announced the correct answer to the question displayed on the quiz contest card,
Includes a classroom card example answer sheet showing etiquette according to the type of disability and example answers to problem situations indicated on the classroom card,
The above problem situation is,
It consists of questions that include situations about places that autistic people avoid, situations that may arise during class for people with intellectual disabilities, situations in which people with physical disabilities need help, and situations that people with hearing impairments find difficult.
When the problem situation experienced by the type of disability indicated on the classroom card corresponding to the classroom space is resolved, the classroom space is designated as a specific space of the character word in correspondence to the character word located in the classroom space, and the designated specific space is a prefect token that designates a space for exchanging love cards when a character piece other than the character piece is placed;
A board game teaching tool for improving disability awareness, comprising:
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