Reflection on Accessibility Scavenger Hunt
Accessibility Scavenger Hunt
Items you should find
Buildings without wheelchair ramps (up to 3 buildings)
Buildings without elevators (up to 3 buildings)
Buildings with entrance door thresholds (up to 3 buildings)
Buildings without automatic doors (up to 3 buildings)
Instruction
Accessibility Scavenger Hunt will start at 10:00 A.M. The meeting point will be at 116th street Broadway, New York, NY.
Find your group members. You must work with your group members.
Each group will receive a Columbia University Morningside Campus map and a digital camera.
Once all your group members arrive and your group has the map and the digital camera, you can start.
Using the map, each group starts finding items.
* Each item must be checked on the map.
Once you find an item, you should take a picture of it. The picture must include all your team members and the item you found.
You must come back at the starting point at 12:30 P.M.
Point
You can earn up to 12 points.
Each item has 1 point.
To earn 1 point, you must provide evidences.
Evidences consist of:
- pictures including the item your group found and all your team members,
- the name of the building, and
- the map including check marks for found items.
* If there are any missing evidences, you will not earn a point.
Check List
Buildings without wheelchair ramps | |||
Buildings without elevators | |||
Buildings with entrance door sills | |||
Buildings without automatic doors |
* You can use this grid to provide names of buildings and additional descriptions about items you identified.
Assessment
Following the scavenger hunt activity, each student will have opportunity to reflect on issues related to accessibility in our community. During the assessment, Students will be asked to express what difficulties people with physical disabilities might face based on the previous activity (i.e., the accessibility scavenger hunt) and what possible solutions are.
To do this, students will be asked to create a presentation. The presentation should include a map of CU Morningside Campus, photos taken during the previous activity, and reflections mentioned above. For example, a student puts photos on the map, and then, around the photos, he or she writes about difficulties people using wheelchairs might have due to lack of ramps at Whittier Hall at Teachers College and how to improve its accessibility.