Facilitators should use Compasito as they would a recipe book. Like good cooks, facilitators should feel free to change the “ingredients” of an activity to fit available time or materials, and the size, competence and circumstances of their group. Most activities offer tips on adaptation. 

Every group of children presents many different learning styles and different levels of ability. It is easier for facilitators to offer children a variety of ways to learn than for a child to adapt to a single method. For example, an activity that is based on real-life problems, such as ‘Human Rights in the News’, may delight the ‘Pragmatists’ but frustrate the ‘Theorists’. Facilitators could adapt the activity to extend the analytical aspect by comparing how a problem is reported differently in different media. 

Similarly, many activities can be adapted to accommodate different levels of reading and writing skills. For example, the facilitator could take over all the written aspects of an activity such as ‘Rabbit’s Rights’. Facilitators should be creative in providing ways for children to respond to what they have learned. For example, in addition to group discussion, children might draw, mime, write in a journal or share their ideas in pairs.

Careful selection and adaptation of activities is especially important to ensure the inclusion and equal participation of children with special needs, such as homeless, migrant, refugee and institutionalised children. Avoid exposing what may be painful differences amongst the children.

Be especially sensitive to the needs of children with disabilities and avoid putting them in the position of “agreeing to” an activity in which they cannot participate equally. Instead, when you know a child in your group has a disability, adapt the activity to the child rather than expecting the child to accommodate to the activity. For example, some adaptations for children with disabilities might include:

  • Avoid using red and green in an exercise. Children with Daltonism (colour-blindness) have difficulty distinguishing them.
  • Include explanations and handouts in Braille for visually-impaired children. 
  • Position non-mobile children so as to allow them maximum participation.
  • Use visual images and written instructions to encourage participation of hearing-impaired children.

Read more about Tips for promoting participation >>