Games: effort, luck and hindrance

Psychology students are doing a unit on how to deal with special needs children inside a regular class.

One of the biggest problems people of all abilities and disabilities seem to have is confusing luck, effort and hindrance.

For instance:
"The teacher gave me an F on my exam."  This kid sees the teacher as a hindrance, but it's up to the student herself to put in the effort.

For instance:
"I couldn't be bothered doing the reading."  This kid may have a learning difficulty such as dyslexia, but covers it up as a lack of effort.

For instance:
"My teachers say I'm just lazy."  Maybe this student does try but needs extra help.  The teachers are hurting, and hindering him, by saying this.

Here are three short games to help students identify the problem and one longer task to reflect on it.

1.  All of the students are given the same text to read and questions to answer.  Some students have some of the text blacked out so that they have a harder time reading.  The first student to answer the questions correctly wins a candy. 
Discussion: how did you feel during the game?

2. A running race: the winner gets candy.  However, some of the students have their legs tied.  Some of the remaining students are told they must hold the hands of the ones who have their legs tied.  Only the students who are untied and free to run will win. 
Discussion: how did you feel during the game?

3.  Students are given pennies to count.  The student with the highest total wins the candy.  Some students have 23 pennies, some have 24, and some have 25, but only one has 26. 
Discussion: how did you feel during the game?

4.  Each student is given a card with a specific disability written on it (dyslexia, wheelchair-bound, asperger's, even genius).  They are asked to research their "character" and write a journal in which they react to receiving an F on a test.  They deliberately misattribute their failures to luck, effort or hindrance.  They then exchange journals and try to point out the error of their thinking.