Months ago I was leading my year eight students in a Community and Service project (12-13 years old). The students had to offer a service to a group of visually impaired children. A boy from the class requested to work on his own: “I will offer them a game,” he said.
Weeks passed and every time I asked about the progress of his game, he replied that he was still thinking. He looked concerned and puzzled trying to figure out a game suitable for their disability. Few days before the end of the project, he arrived with the game. It was incredibly simple and well thought of. He had adapted a game of ‘Connect Four’ for the visually impaired, using two different types of glue, sand and his heart more than anything else. He had spent weeks thinking and few hours executing his goal.
On our visit to the school afterwards, he taught two girls how to play the game. Watching the three interacting together, his enthusiasm while training them, their efforts to understand how to play it, their cheers after the first round, I shivered. The scene was priceless. I still wonder about this student’s feelings back then.