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Learn about disability through famous faces

Match pictures of celebrities with their jobs and learn about disability.

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You’ll need

  • Copies of Matching pairs cards
Matching pairs cards
PDF – 1.8MB

Before you begin 

  • Use the safety checklist to help you plan and risk assess your activity. There’s guidance to help you carry out your risk assessment, including examples.   
  • Make sure all young people and adults involved in the activity know how to take part safely. 
  • Make sure you’ll have enough adult helpers. You may need some parents and carers to help. 

Planning and setting up this activity 

  • Print a set of cards for each group and a copy for the answer sheet.
  • Cut out each set of cards, keeping each one separate, then mix up the cards in each set. You could pop each one in an envelope. 
  • If anyone in the group has lived experience of disability, they could share their story if they feel comfortable to. It’s important that no one’s made to share anything they don’t want to, and no one should talk about someone else’s disability unless that person says it’s okay. All discussions should respect people’s privacy, and a person’s disability should never be disclosed without their direct consent.
  • You may wish to tell everyone about the topic in advance of the session.
  • You may need to offer reassurance to anyone who may find this topic difficult. Remember to always follow the Yellow Card.
  • Find out more about young carers and disability inclusion in Scouts.

Running this activity 

  1. Gather everyone together and explain you’re going to play a game of matching pairs, where they need to match a celebrity to the job.  
  2. Ask everyone to get into smaller groups and give each group a well-shuffled set of cards. 
  3. Explain that their task is to match the people with their jobs. You might want to give them a set amount of time to do this.  
  4. When everyone’s finished, or the time is up, give everyone the answers and see who got the most correct answers.  
  5. Ask everyone is they can think of anything that the people on the cards might have in common. Alternatively, you could ask everyone to separate the pictures into two piles – those who are disabled, and those who are not disabled. 
  6. Explain that all these people are disabled or have a condition that means they may be disabled. Some people use words like ‘disabled’ or ‘disability’ to talk about themselves. Others might focus on describing the condition they have and how it affects their daily life. Everyone is different, and people explain it in a way that feels right for them. Some might use the word ‘disability’ or ‘disabled,’ and some might not. If you’re talking to or about someone, it’s always a good idea to listen to them and use the words they choose. 
  7. Ask if anyone knows any of the disabilities or conditions that the people on the cards might have. You could share some information about each person using the facts on this page. 
  8. Tell everyone that you can’t always tell if someone is disabled just by looking at them. Disabilities can be visible or invisible, and both are equally important to understand and respect. Did you know in the UK, more than 1 in 5 people are disabled, including more than 1 in 10 children? In the world, it’s estimated that about 1 in 6 people are disabled. (Statistics source: Scope, 2024) 
  9. Explain that it’s important not to stereotype or make assumptions about who is or isn’t disabled, or about what disabled people can or can’t do. Everyone is unique, whether they’re disabled or not. Just like anyone else, disabled people have different jobs, hobbies, interests and talents. They’re good at some things and not so good at others—just like everyone else. People with disabilities can achieve amazing things in all areas of life, and their abilities and interests are as diverse as anyone else’s. 
  10. Finally, ask everyone if they can think of anything else any of the people on the cards have in common. Three of them have a special connection to Scouts.  Warwick and Ellie are Scout Ambassadors and Karen is a Scout Adventurer!
  11. If you wish to, you could find out more about a disability or condition.  It could be something mentioned in this activity, or something else people are interested in finding out more about. People could do this in pairs or in groups. You could also vote and choose a disability or condition to learn more about as one big group. People should think about how they could learn more about their chosen disability. They could: 
    • Invite in someone who knows about the disability or condition to talk to the group, such as someone with the disability or condition who does public speaking. You could also ask a charity or an organisation that supports people with the disability or condition.  
    • If someone in the group has a disability or condition, they may wish to speak to the group about their personal experiences if they’re happy and comfortable to. 
    • Make a leaflet or presentation using personal experiences or reliable information from disability charities. For example, you could use Scope, Leonard Cheshire or Mencap, or a specific charity related to the disability.  
    • Watch a documentary, film or TV series that highlights the experiences of individuals with the disability or condition. You could then have a group discussion to share thoughts and insights. 
    • Read a book, article or personal blog written by someone with the disability or condition. You could then hold a book club-style session to discuss it. 
    • Write and illustrate a short book or zine that include the disability or condition in an engaging and approachable way for a younger audience. 
    • Volunteer, gather donations or fundraise for a charity or organisation that supports individuals with the disability or condition. 
  • Warwick Davis is an actor who has restricted growth, sometimes known as dwarfism. Warwick’s also a Scout Ambassador! 
  • Stephen Hawking was a world-famous physicist and cosmologist. He had motor neurone disease. 
  • Ellie Simmonds is a Paralympic swimmer who has achondroplasia, a rare genetic condition that causes disproportionate short stature. Achondroplasia is the most common cause of dwarfism. Ellie is also a Scout Ambassador 
  • Keira Knightley’s an actress. She’s dyslexic. 
  • Karen Darke’s a Paralympic hand cyclist. She was paralysed from the chest down after a climbing accident. She’s also a Scout Adventurer. 
  • George Webster’s an actor and CBeebies presenter. He has Down’s Syndrome. 
  • Selena Gomez is a singer and actress, and has a condition called Lupus. Lupus can cause joint pain and extreme tiredness.
  • Justin Bieber’s a singer. He has Ramsay Hunt syndrome, a rare condition where shingles (an infection that causes a painful rash) affects your facial nerve. This can cause weakness on one side of your face and sometimes hearing problems. 
  • Stevie Wonder is a legendary musician, singer and songwriter, who is blind.
  • Billie Eilish is a singer-songwriter who has anxiety and Tourette’s syndrome.  

Here’s some information about the disabilities or conditions mentioned in this activity. 

Remember, it will vary from person to person on how people view or describe their disabilities. And whether someone uses the word “disability” or “disabled” when they’re talking about themselves. 

Anxiety: Anxiety is what we feel when we are worried, tense or afraid – particularly about things that are about to happen, or which we think could happen in the future. Anxiety is a natural human response when we feel that we are under threat. It can be experienced through our thoughts, feelings and physical sensations. Most people feel anxious at times. It's particularly common to experience some anxiety while coping with stressful events or changes, especially if they could have a big impact on your life. Anxiety can become a mental health problem if it impacts your ability to live your life as fully as you want to. For example, it may be a problem if your feelings of anxiety are very strong or last for a long time, your fears or worries are out of proportion to the situation, you avoid situations that might cause you to feel anxious, your worries feel very distressing or are hard to control, you regularly experience symptoms of anxiety, which could include panic attacks, you find it hard to go about your everyday life or do things you enjoy. (Source: Mind, 2024) 

Down’s Syndrome (DS): Down’s Syndrome (DS) is a naturally occurring genetic condition caused by an extra chromosome.  Down syndrome is not a disease or illness, and people with Down syndrome do not 'suffer', people live with Down syndrome. Whilst people with Down syndrome share some common physical characteristics, each is a unique individual with their own strengths and weaknesses, individual character and personality, each influenced by their families, friends and life – just like everyone else. People with Down syndrome experience the same range of moods and emotions as everyone else in the population. People with Down syndrome have some degree of learning disability which affects their ability to learn, it does not mean that they cannot learn. Children with Down syndrome may take longer to learn new skills, most will get there in their own time. People with Down syndrome can be more prone to some common health conditions but, like the rest of society, benefit from medical advancements and subsequently live longer and healthier lives. People either have Down syndrome or they do not, they do not therefore have it mild or more severe. (Source: Down Syndrome UK, 2024) 

Restricted Growth: Restricted growth, or dwarfism, is commonly described as having a final adult height of 4’10” or less due to a medical condition. There are estimated to be several hundred conditions that can cause restricted growth. These can cause proportionate or disproportionate restricted growth. Proportionate short stature (PSS) means there is general lack of growth throughout the body. The length of the trunk (abdomen and chest) remains in normal proportion with the legs. Disproportionate short stature (DSS) occurs when there is a problem with the way joints and bones grow. Certain limbs may be shorter, or there might be a severe lack of general, all-over body growth. Conditions associated with DSS are usually caused by a genetic condition. Many children born with DSS will have average-height parents and the genetic condition will have occurred spontaneously. One such condition is Achondroplasia, where people with the condition have an average sized trunk and short arms and legs. Most people with restricted growth conditions have normal intelligence and normal life expectancy. People with restricted growth can do just about anything a person of average height can – just sometimes in a different way. (Source: Restricted Growth Association UK, 2024) 

Dyslexia: Dyslexia’s a specific learning difficulty which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is actually about information processing. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy skills. Dyslexia can also impact on other areas such as organisational skills. As each person is unique, so is everyone's experience of dyslexia. It can range from mild to severe. It's a life-long condition. (Source: British Dyslexia Association, 2024) 

Lupus: Lupus is an autoimmune condition that can affect various parts of the body, including the skin, joints and organs. It’s characterised by inflammation and damage to healthy tissue, caused by the body's immune system mistakenly attacking and destroying its own cells, tissues and organs. (Source: Hidden Disabilities Sunflower invisible disabilities index, 2024) The two most common symptoms of lupus are extreme fatigue, and joint and/or muscle aches and pains. Other symptoms include rashes, anaemia, light-sensitivity, headaches and/or migraines, hair loss, oral/nasal ulcers, brain fog, depression and anxiety. It’s important to note that there are many manifestations of lupus, and it’s rare for two people to share the exact same experience. (Source: Lupus UK, 2024) 

Motor neuron disease (MND): People have nerves in your brain and spinal cord that control how your muscles work. These are called motor neurones. Motor Neurone Disease (MND) is a disease that affects the motor neurones. With MND, motor neurones gradually stop telling your muscles how to move. When muscles no longer move, they become weak, which can also lead to stiffness and loss of muscle mass (wasting). MND can affect how you walk, talk, eat, drink, breathe, think and behave. This is usually different for each individual. You may not get all of the symptoms and there’s no set order in which they happen. The disease will progress, which means your symptoms will get worse over time. For some people this can be rapid, for others it is slower. There’s currently no cure for MND. (Source: Motor Neurone Disease Association, 2024) 

Paralysis: Paralysis is when you are not able to move some or all your body. It can be temporary or permanent depending on what causes it. (Source: NHS, 2024) 

Ramsay Hunt syndrome: Ramsay Hunt syndrome (RHS) is a complication of shingles. It’s the name given to describe the symptoms of a shingles infection affecting the facial nerve. Shingles is caused by the same virus that causes chickenpox. As a result of this infection, the facial nerve becomes inflamed and irritated. It can cause a rash or blisters in or around the ear, the mouth, and the scalp or hair line. The rash and blisters are often painful with a generalised sensation of burning over the affected area. 

It can also cause difficulty closing the eye or blinking on the affected side, weakness on the affected side of your face which causes the facial muscles to droop, hearing loss, and difficulty eating, drinking and speaking. (Source: Facial Palsy UK, 2024)  

Tourette syndrome: Tourette Syndrome (TS) is an inherited neurological condition. TS is a spectrum disorder which means that symptoms range from mild/simple to complex. Over 300,000 children and adults are living with TS in the UK. The key features are tics, which are involuntary sounds and movements. They must be present for at least 12 months to meet the diagnostic criteria. Tourette Syndrome’s often misunderstood as a condition which makes people swear or say socially inappropriate things. Although it’s true that ‘coprolalia’ – the clinical term for involuntary swearing – is a symptom of TS, it’s not a criteria for diagnosis and only affects 10 to 20% of people. TS is a fluctuating condition which means that tics can come and go. Tics can also be triggered, or increased by environmental factors, such as stress, excitement or relaxation. Tics can occur in nearly any part of the body and in any muscle. (Source: Tourette’s Action UK, 2024) 

Reflection

In this activity everyone learned about different disabilities. Did anything surprise you?  Were you surprised that they all the celebs were disabled, or had a condition which could be a disability? Why or why not? 

What assumptions do you think some people might make about someone who’s disabled? How do you think disabled people are often viewed in society? Is this fair? 

People might make assumptions – they might think someone can’t do something or understand something because they have a disability, or assuming they must be good at or interested in a particular thing (e.g. They have a physical disability, so they must be good at disability sports and want to be a Paralympian. Or, they’re autistic, so they must have an extra special talent)  Just like anyone, disabled people are all unique, and will have different hobbies/interests, likes/dislikes, and strengths and difficulties.  

Is it important that people know that lots of disabilities aren’t visible or easy to spot? It might help make people more understanding, and prevent assumptions, criticism, or discrimination. For example, someone might be unfairly challenged for using an accessible parking space or accessible toilet, even though they may need it.  

Safety

All activities must be safely managed. You must complete a thorough risk assessment and take appropriate steps to reduce risk. Use the safety checklist to help you plan and risk assess your activity. Always get approval for the activity, and have suitable supervision and an InTouch process.

You must run your activities in line with the Safeguarding Code of Conduct for Adults (Yellow Card) and report any concerns to the UK HQ Safeguarding Team.

Online safety

Supervise young people when they’re online and give them advice about staying safe. Take a look at our online safety or bullying guidance. The NSPCC offers more advice and guidance, too. If you want to know more about specific social networks and games, Childnet has information and safety tips for apps. You can also report anything that’s worried you online to the Child Exploitation and Online Protection CommandAs always, if you’ve got concerns about a young person’s welfare, including their online experiences, follow the Yellow Card to make a report.

  • To make this activity easier, you could just give the picture cards to the groups. A volunteer could read out each profession/job, and groups try to identify the matching person.   Or, just show everyone the pictures, talk through who’s who.  
  • To make this activity harder, you could add an extra challenge and involve some physical activity, by hiding icons and/or definitions around the meeting place, or including a relay race. 
  • If someone in the group may find it hard to see the pictures, make sure to also provide the names so that others can read them aloud. 
  • When running an activity about disability, remember that someone in the group may have lived experience - whether they are disabled themselves, or have a friend or family member who is. They may choose not to share their experiences, and that's okay. It's important to create a safe, inclusive space where everyone feels comfortable. Encourage open communication, while ensuring care and respect are shown by everyone, following the Scout Values.

All Scout activities should be inclusive and accessible.

People could share what you’ve found out with someone else. They could do this in the session or outside of Scouts.  They could make a poster, show a video they found, chat to someone about what they found out, or make a quiz or true/false game. 

Allow space for young people to share any lived experience they may have, if they’re comfortable to do so, but make sure no one feels put on the spot.