How to set up an inclusive international youth project

VISION:INCLUSiON: The training modules “How to set up an inclusive international youth project” support organisations in the field of international youth work, experts, youth workers, volunteers as well as team leaders in making their international youth projects more inclusive. They are also suitable for youth workers or facilitators who have already gained experience in the field of inclusion and are looking for new impulses and indepth information.

How to set up an inclusive international youth project

CONTENTS – TRAINING MODULES

Contents Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Target group - Who are the modules aimed at?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Toolbox - How to work with the modules. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Tips for facilitators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Module 1 – It’s normal to be different: Diversity and inclusion as an opportunity for everyone. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 1. What is a disability? - Exploring the Social Model of Disability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 2.Whatdoesinclusionmeanforpeoplewithdisabilities?...................................9 3. A reflection on normality, diversity and intersectionality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Module 2 – Steps towards an inclusive culture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 1. Creating a culture of inclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 2.Developinganinclusivemindset........................................................16 3. Multitude of individual differences – Mixed-ability groups. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 4. Challenges when working with mixed-ability groups – and how to resolve them. . . . . . . . . 18 5. Making everyone in the group comfortable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Module 3 – Steps towards inclusive structures and practices.. . . . . . . . . . . . . . . . . . . . . . . 22 1. Inclusive strategy development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 2. Barriers to participation for young people with disabilities in youth work projects . . . . . . . . 25 3. Understanding and assessing participants’ needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 4. Inclusive calls for participation and recruitment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 5.Puttingsupportsystemsinplace........................................................27 Module 4 – Communicating in a variety of ways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 1. Communication challenges in an international mixed-ability group .. . . . . . . . . . . . . . . . . . . . . 31 2. Communicating with sensitivity during the activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 3. Use of multi-sensory or other creative approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 4. Language animation as a tool to support communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 5. Support systems, services and technologies for accessible communication and information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Module 5 – Creating an inclusive learning space - Adapting methods and habits. . . . . 37 1. Dialogic spaces - Create an atmosphere of trust and understanding. . . . . . . . . . . . . . . . . . . . . . 38 2. Reverse engineering - Adapt your beloved methods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 3. Key principles of (more) inclusive learning - Be a part of a bigger cause.. . . . . . . . . . . . . . . . . . 40 Module 6 – Appreciating diversity – Recognising limits - Getting support . . . . . . . . . . . . . . . 42 1.Understandingyourlimitsandabilities..................................................43 2. Use of support structures and cooperation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

To Christian Papadopoulos 1973 – 2020

LEGAL INFORMATION

PUBLISHED BY: IJAB – International Youth Service of the Federal Republic of Germany Godesberger Allee 142 – 148, 53175 Bonn, Germany Tel: +49 (0)228 9506 0 vision-inclusion@ijab.de, www.ijab.de

EDITORIAL TEAM: Ulrike Werner, Claudia Mierzowski, Christoph Bruners, Eike Totter

DESIGN: Adrienne Rusch / dieprojektoren.de

PHOTO CREDITS: Titel: Andi Weiland | Gesellschaftsbilder.de; S. 6, 8, 12, 18, 20, 22, 28, 30, 32, 34, 37, 39, 41, 42, 45, 46: Bettina Ausserhofer für IJAB e.V.; S. 5, 14: Ulrike Werner | IJAB e.V.; S. 25, 33, 47: Kreisau-Initiative e.V.; S. 40: Jennifer Mösenfechtel | IJAB e.V.; S. 17: Villa Fohrde e.V.

RESPONSIBLE: Marie-Luise Dreber, IJAB

CONTRIBUTORS: Participants of the International Working groups, VISION:INCLUSiON expert group (www.vision-inklusion.de/en/about/expert-group-co�- operation-partners.html) AUTHORS: Karina Chupina (Modules 1-4, 6), Eike Totter (Module 5), Milanka Nikolic (Introduction videos)

December 2020

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INTRODUCTION

The VISION:INCLUSiON project aims at enabling young people with disabilities to participate in international youth work as a matter of course. Too often this is not yet the case, also be- cause organisations and initiatives are confronted with many challenges when planning and implementing inclusive international programmes. The Training modules support organisations, initiatives, youth workers and trainers in their capacity building for inclusive projects. International youth work includes pedagogically supported programmes that enable young people and youth work specialists to encoun- ter and learn in international contexts. The offers include youth exchanges, work camps, voluntary services and exchanges of specialists. The topics of the programmes can be very different and are primarily oriented towards the interests of young people. Target group - Who are the modules aimed at? The modules are aimed at youth workers, facilitators and organisations who have already some experience in organising international youth projects and want to develop inclusive international youth work activities. Experienced youth workers in the field of inclusion re- ceive new impulses and in-depth information.

Alternatively, the modules can be completed in the form of a workshop for other youth workers or team members. Some additional material is provided for this purpose.

Tips for facilitators

Use a non-frontal approach when working through these modules together with young participants:

Don’t “teach” them; instead, give them learning opportunities so they can find out more about diversity and disability and learn from each other. Encourage them to engage in reflection and self-reflection so that they can draw their own conclusions. Be there to answer their questions. Help them to find the answers themselves.

While the activities focus on disability, they occasionally also touch upon general diversity aspects and various dimensions of diversity.

Acknowledgements We would like to thank all those involved in the creation of the modules: the experts of the international working group, the expert group of VISION:INCLUSiON and the authors Karina Chupina, Milanka Nikolic and Eike Totter. All links have been carefully selected and checked. Nevertheless, it may happen that a link is no longer up-to-date. Or you may know of further information material that should be listed. In such cases, we would be pleased to receive information by e-mail to: vision-inclusion@ijab.de .

Toolbox - How to work with the modules The training curriculum is divided into six modules, each with a different focus. This booklet describes the didactic process behind the modules, together with some basic information on each subject. Each module is supplemented by numerous materials such as fact sheets, ac- tivity descriptions, checklists, videos and specialist texts. These materials can be easily identified by the green arrow and the icons, e.g. è Factsheet 1.1.

You can access the materials via this link: https://t1p.de/sheets (pdf-document)

All materials and resources allow users to self-direct their learning by reading, working through the online resources and completing small exercises. The modules build on each other. You can complete the whole training course or choose individual modules should you wish to cover just one topic.

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MODULE 1: It’s normal to be different

Have a look at Lana’s Introduction video: https://t1p.de/intro1 (YouTube) The script can be found here: è Script 1.0.

1. What is a disability? - Exploring the Social Model of Disability

MODULE 1 It’s normal to be different: Diversity and inclusion as an opportunity for everyone

Input People with disabilities are considered the world’s largest minority. The World Health Or- ganisation estimates that over a billion people, around 15% of the world’s population, have some form of disability, and that only around 5% of these disabilities are congenital 1 . Just imagine: this means that one in seven people is disabled.

condition, and many of us will face it at some point in our life. And while disability is often associated with images of people in wheel- chairs, around 70% of disabilities are invisible 4 . Every one of us, whether we have an official disability status or not, sometimes and for dif- ferent reasons will not be able to do or man- age things as we would like. For example, you may experience a limitation when you shop in a supermarket, because the text on the pack- aging of a product is so small that you are not able to read it. You feel forced to buy some- thing that you are not able to understand fully. Reflection Do you sometimes feel as if you were disabled? Which situations may make you feel disabled? Do these situations mean that you are not able to do things the way you would like or need to? Do you have friends or acquaintances with a disability (colleagues, relatives, etc.)? How would you define a disability?

# There are many reasons to be inclusive

Some disabilities look like or

Brief description

This module shows why inclusion is an important human right and why creating an inclusive society is beneficial for everyone.

but many disabilities just look like

Learning objectives

At the end of this module you will know why “normality” is a questionable concept and why diversity is the norm,

According to the United Nations Development Programme, 80% of people with disabilities live in developing countries 2 , while the World Bank estimates that 20% of the world’s poorest are disabled 3 . Disability is part of the human

understand that disability is part of the human condition, know more about the disability rights policy framework, and have explored what disability inclusion means.

1 www.un.org/esa/socdev/enable/dis50y10.htm 2 United Nations (2008): “Mainstreaming disability in the development agenda (E/CN.5/2008/6)” <www.un.org/disabilities/ documents/reports/e-cn5-2008-6.doc> 3 UN DESA Factsheet on Persons with Disabilities, <https://www.un.org/development/desa/disabilities/resources/factsheet- on-persons-with-disabilities.html> 4 Invisible Disabilities Association, <https://invisibledisabilities.org/what-is-an-invisible-disability/>

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MODULE 1: It’s normal to be different

Activity: What is exclusion and how is it experienced? Social exclusion is widely understood as a state whereby people are prevented from par- ticipating fully in economic, social, political,

disabilities. The Social Model therefore “focus- es on eliminating the barriers, promoting pos- itive attitudes and making sure that laws and policies support the exercise of full participa- tion and non-discrimination” 7 . The Social Model of disability has led to the Human Rights Model of disability, which views people with disabilities as holding the same human rights as everyone else and who are capable of taking decisions about their lives. The UN Convention calls for inclusion to be mainstreamed in all spheres of life. Read more about the fundamental principles of the UN Convention on the Rights of Persons with Disabilities and how they affect International Youth Work. è Factsheet 1.2. Watch the following videos on the Social Mod- el to understand the kind of barriers people with disabilities experience in daily life (You- Tube): https://t1p.de/barr1 https://t1p.de/barr2 Many of these barriers exist because of a lack of understanding or fear of disability. We tend to be afraid of what we don’t know. Also, some- times it is difficult to look at the environment around us from the perspective of someone with a disability. What are the most common myths about dis- ability? è Basic Myths about Disability I Can’t Believe We Still Have to Debunk (Huffpost): https://t1p.de/Mythen

and cultural life. What does exclusion mean for people with disabilities? Complete this short activity on exclusion and then apply it to reali- ty and discuss genuine examples and barriers. è Activity 1.3.

2. What does inclusion mean for people with disabilities? Input:

It is important to remember that the inclusion of people with disabilities should be proactive and unconditional – (ideally) provided in advance of a stated need is not merely an add-on or an accommo- dation requires a complete change of system rather than just an adaption (that would be integration, not inclusion) involves more than the removal of barriers and risk factors; it requires investment and action to create the necessary condi- tions for inclusion and support creates equality in terms of status, treat- ment and respect. It does not mean, however, having to think we all need to be equal in terms of performance. Instead, we follow the equitable approach.

Input: There is no single definition of disability; what is more, definitions vary across countries. However, internationally and in line with the UN Convention on the Rights of Persons with Disabilities, disability is seen as a result of “the interaction between persons with impair- ments and attitudinal and environmental barriers that hinders their full and effective participation in society on an equal basis with others” 5 . Here, “impairment” means a loss or dysfunction of a psychological, physiological, or physical structure or function – for example paralysis or blindness. According to the UN Convention, persons with disabilities include “those who have long-term physical, mental, intellectual or sensory im- pairments…”. However, the extent to which these impairments disable someone will de- pend on the types of barrier they encounter in society . 6 Examples of barriers è Factsheet 1.1. The way society responds to an impairment creates the disability. This interpretation of disability originates in the Social Model of Disability . While the Medical Model of disa- bility views disability as a medical issue to be fixed, the Social Model distinguishes between a disability and an impairment, while viewing disability as the result of society failing to re- move barriers to participation for people with

The Social Model is the basis for inclusion of people with disabilities. It reflects the motto of the disability movement, “Nothing about us without us!”, which means that all decisions affecting the lives of people with disabilities have to be taken with the participation of peo- ple with disabilities - rather than by experts or medical professionals who assume control over their lives. The following diagram helps to give a clearer definition to the terms “integration and “inclu- sion” which, certainly in the German-speaking regions, are often still used synonymously. 8 The inclusion model is not dominated by main- stream structures. It is flexible enough to allow every individual to contribute and participate to the best of their personal ability without having to struggle to adapt. It describes a so- ciety in which diversity is the accepted norm. 9

Exclusion

Segregation

Integration

Inclusion

8 Kreisau-Initiative e.V.(ed.)(2013): All equally different. BHP Verlag, p.9 9 IJAB (ed.)(2017): VISION:INKLUSION An inclusion strategy for international youth work, pp.11 ff

5 cf. Preamble (5) UN Convention on the Rights of Persons with Disabilities (UN CRPD) (2008) 6 cf. Article 1 sentence 2 UN CRPD (2008) 7 Council of Europe: “Disability and Disabilism.” < https://www.coe.int/en/web/compass/disability-and-disablism>

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MODULE 1: It’s normal to be different

What is equity? Equity is not the same as equality. Equity, in a nutshell, is fairness. Equi- ty means ensuring that everyone has access to the resources and opportunities they need and can assume the responsibility for reaching their full potential (SALTO-YOUTH Inclusion, 2014). Equity also takes unfair difference into account in order to ensure a fair process and ultimately, a fair (or equitable) outcome. Equi- ty recognises that some people are at a greater disadvantage than others, and tries to create an even playing field by providing with extra support (even if that means unequal distribu- tion of resources). Equity supports the ongo- ing inclusion process. Reflection: What can be done in youth projects to achieve more equity for participants with disabilities? (For example, the following support measures can be put in place: Easy project formats - those that are rela- tively accessible for, e.g., first-timers

Extra funding - for accessibility needs or to cover the cost of extra mentoring, person- al assistants or assistive devices Additional support - language support, advance planning visits to the host organ- isation, additional group leaders, etc.) Input: A common misconception is that providing accessibility is the same as being inclusive. It’s not. Accessibility is a necessary step towards inclusion, but it is not a substitute. Accessibil- ity is, in fact, the bare minimum required to allow people with disabilities to participate as equals in society. As one disability activist puts it, “Access is great but it’s not everything. I’ve been to many accessible places with a bad at- titude.” Here are some examples of attitudinal barriers è Factsheet 1.4. Inclusion means respect for the needs of every individual. To achieve the genuine inclusion of people with disabilities, it is important to cre-

ate an environment that enables them to en- joy full participation, and to eliminate ableist attitudes ingrained in society.

An example of ableism is a so-called “inspira- tion porn”. If you haven’t yet seen Stella Young’s video about it, please click here: I am Not Your Inspiration, Thank You Very Much: https://www. youtube.com/watch?v=8K9Gg164Bsw While it is a common belief that people with disabilities must overcome their disabilities or the effects of their impairments, many people with disabilities themselves see ableism in so- ciety as the main barrier to inclusion. Activity: This debate-like exercise will help you to reflect actively on disability and inclusion, uncover stereotypes about disability, and develop re- spect for different opinions and test empathy. è Activity 1.5. of a workforce. Multicultural policies catering uniquely to minority ethnic groups are increas- ingly being replaced by a more mainstream focus on difference in general. Diversity is seen as something that everyone can share in. Everyone wants to be diverse in the sense that they are unique and stand out from the crowd. There are many dimensions of diversity, in- cluding age, gender, ethnicity, nationality, lan- guage, culture, religion, social class, disability and sexual orientation. Activity: Applause to Identities This energiser shows that there is more to an identity than labels, types of disability or per- ceived roles and genders. Also useful to pre- pare for a discussion on intersectionality. è Activity 1.6.

Inclusion = accessibility + equity + attitudes + participation + non-discrimination

Ableism is discriminatory, oppressive, abusive behaviour arising from the belief that disabled people are inferior to others

is a form of oppression much like racism, sexism or homophobia

is institutionalised discrimination or per- sonal prejudice often happens on an unconscious level.

3. A reflection on normality, diversity and intersectionality Input: Normality

Equality versus equity

Our perception of what is normal has trans- formed over time. So-called “normality” is de- fined by people with power in a certain setting. The term reduces people to a few selected characteristics without taking into account the whole person including their different identi- ties. Inclusion, however, calls for a paradigm shift towards a society in which diversity is the accepted norm. 10 Diversity Diversity reflects the make-up of contempo- rary societies. It spans a range of ethnic, reli- gious and cultural identities and a multitude of physical, sensory, intellectual and mental abilities and sexual orientations. For some people, diversity may be a social fact; for oth- ers, it may be the desired outcome of a specific policy, such as efforts to increase the diversity

by Craig Froehle Also interesting: https://culturalorganizing.org/the-problem-with-that-equity-vs-equality-graphic/

10 cf. IJAB (ed.)(2017): VISION:INKLUSION - An inclusion strategy for international youth work

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MODULE 1: It’s normal to be different

Group reflection or self-reflection and practical transfer

Input: Intersectionality

risk of systemic discrimination and tend to be excluded from gender equality policies that focus solely on “gender” as the main dimen- sion, leading to gender inequalities. 11 Why is intersectionality important for inter- national youth work activities? Any programme that fails to consider inter- sectionality also fails to fully address the spe- cific disadvantages and exclusion mechanisms faced by young people with disabilities. This means that in order to be fully inclusive in youth work approaches, we need to apply an intersectional lens to our projects and pay at- tention to intersecting vulnerabilities that are the result of more than one ascribed or intrin- sic identity. Watch this video (1 min) on intersectionali- ty and disability: There is No Justice without Disability https://youtu.be/3L1dUJIhexg Reflection/Discussion: Having watched the video, what is your understanding of inclusion? What does inclusion mean to different people? What are the benefits of inclusion? To learn more about intersectional main- streaming in your organisations and activities, see the Toolkit on Intersectional Mainstream- ing: A Resource for Organizations, Volunteers and Allies: https://educationaltoolsportal.eu/ en/library/toolkit-intersectional-mainstreaming-­ resource-organizations-volunteers-and-allies Activity: Power flowers Fill out power flowers as an exercise in reflect- ing about advantages and disadvantages, dis- crimination, and privileges. è Activity 1.7.

In which ways do I/does my organisation reproduce “normality”? Which habits can I/my organisation easily change? How would this impact on different stake- holders (participants, facilitators, organis- ers, parents, community...)?

Why is disability often forgotten in discus- sions around diversity? How can disability be made more visible? How can I apply a more intersectional approach in my work, taking note of the different dimensions that reinforce an individual’s experience of discrimination?

Intersectionality has gained much attention in Europe over the past decade. Instead of fo- cusing on one dimension of discrimination at a time (e.g., gender OR ethnicity OR disability), the intersectional approach examines the mul- tidimensional nature of people’s experiences and identities. Skin colour, gender, disability and sexual orientation all interact to affect an individual’s lived experience and contribute to unequal outcomes in ways that cannot be at- tributed to one dimension alone. For instance, women with disabilities, LGBT- QI+ refugees or black women may experi- ence discrimination in qualitatively different ways from their male, white and non-disabled counterparts. The variation in the way in which discrimination manifests for different people because of their various identities is rarely addressed by anti-discrimination legislation across the EU. At the individual level, this may lead to a violation of an individual’s right to equal treatment. At the structural level, the failure of anti-discrimination laws to cater for intersectional forms of discrimination may re- inforce discrimination even within legally pro- tected categories. For example, within the cat- egory “woman”, migrant women, women with disabilities, or Roma women may be at higher

Background material and further reading IJAB (ed.) (2017): VISION:INCLUSION - An inclu- sion strategy for international youth work, “Fundamentals of inclusive interna-

Chupina, K. Disability and Disablism in: Council of Europe (2012): COMPASS Manual on Human Rights Education for Young People. http://www.coe.int/en/web/ compass/disability-and-disablism Speech on Intersectional discrimination, Disability and Black Lives Matter. https:// www.fordfoundation.org/media/5457/­ intersectionality-and-disability.pdf SALTO Youth Inclusion Resource Center (2017): An introduction to diversity management in youth work. https:// www.salto-youth.net/downloads/4-17-3619­ /IntroductionToDiversityManagementInYou th-Work.pdf

tional youth work: Human rights, youth policy, concepts” pp.10-24 https://ijab. de/fileadmin/redaktion/PDFs/Shop_PDFs/ VisionInklusion_Handreichung_engl.pdf DARE DisAble the barRiErs - www.dare-pro-� ject.de (2020): DARE Practical Guide for Inclusion, chapter 1 “It’s easier than you think!” https://dare-project.de/wp-content/ uploads/2020/06/DARE-Practical-Guide-for- Inclusion.pdf SALTO Youth Inclusion Resource Center (2014): Inclusion from A to Z: A com- pass to international Inclusion projects. https://www.salto-youth.net/­ downloads/4-17-3141/InclusionAtoZ.pdf UN CRPD (2008) https://www.un.org/develop- ment/desa/disabilities/convention-on-the- rights-of-persons-with-disabilities.html

MitOst Editions (2014): Diversity Dynam- ics: Activating the Potential of Diversity

in Trainings. https://www.mitost.org/ en/about-us/mitost-editions/diversity-­ dynamics-handbook.html

11 CIJ and ENAR Report (2020). Intersectional discrimination in Europe: relevance, challenges and ways forward.

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MODULE 2: Steps towards an inclusive culture

Have a look at Lana’s Introduction video: https://t1p.de/intro2 (YouTube) The script can be found here: è Script 2.0.

1. Creating a culture of inclusion Input: International youth work should strive to give all young people the opportunity to benefit from it –and for that to happen, it needs to become more inclusive. All stakeholders (in- ternational youth work organisations, funding agencies, researchers, self-help organisations, disability organisations, managers and team members, participants with and without im- pairments, parents) at all levels (local, regional, national and international structures) should be involved in creating an inclusive culture and providing mutual, complementary sup- port. 12 To put it simply, inclusion in youth activities is about making sure that all participants have a sense of belonging to the group and that they feel included in the process, respected and val- ued. This can be achieved by seeing the person as a whole and by embracing diversity, rather than pigeonholing people into “us” and “them”. Another key factor is to ensure that all individ- uals treat each other with fairness, tolerance and respect. Just remember: to ensure inclu- sion, respect is not enough – action is needed! Inclusion is a choice that you make at every step in your activities. Every single individual involved in international youth work - from

MODULE 2 Steps towards an inclusive culture

management to those in the field, across all departments and areas - must take responsi- bility for ensuring inclusion at each stage of preparing and running the activity. However, there can be situations where young people with disabilities will want to learn and develop certain skills in a safe setting and in- teract with peers who have similar disabilities, challenges or aspirations. Such capacity-build- ing mono- or cross-disability sessions often empower young people with disabilities and give them the confidence to take part in events for people without disabilities. This is what the so-called “twin-track approach” stands for: there are disability-specific programmes; on the other, there are inclusive programmes for young people with and without disabilities. Activity: An online quiz – What do you know about the

# How to develop an inclusive mindset

Brief description

This module helps youth workers and organisers of international youth projects to develop an inclusive mindset an understanding of disability-related needs. Youth workers and organisers do not perform as experts. Instead, they see the various people they work with as experts in their own lives and as unique sources of knowledge.

Learning objectives At the end of this module, you as a youth worker will know how to go about involving young people in an inclusive way, about the challenges involved in working with mixed-ability groups, how to identify and understand what young people need for inclusive participation and learning.

situation of people with disabilities? è https://t1p.de/quizE ( Activity 2.1. )

12 cf. IJAB (ed.)(2017): VISION:INKLUSION - An inclusion strategy for international youth work

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MODULE 2: Steps towards an inclusive culture

2. Developing an inclusive mindset Input: Inclusion starts in our minds. An inclusive mindset is crucial for managing diversity and building a genuine culture of inclusion that is shared by both team and participants. This way, a group’s diversity becomes its strength as well as a rich source of potential. Reflection: What does “inclusive mindset” mean to you? What do you need to do in order to develop it? Input: For a youth worker or facilitator, it is impor- tant to maintain inner readiness and an open mind when working with diverse, mixed-abili- ty groups. This includes recognising your own concerns or fears about possible difficulties; being able to share them constructively with your team of facilitators or organisers; being patient with a different group dynamics and accessibility needs; and being open to chal- lenging your own stereotypes about disability. For example, an inclusive mindset and readi- ness to engage in inclusion work may require attitudes and competences such as an appreciation of and respect for diversity an appreciation of differences (different abilities, capacities, qualities, even values and experiences) empathy (and an understanding of its limits) a proactive attitude (inclusion is based on proactivity) and response to identified needs seeing the person behind the disability an awareness of disability stereotypes and prejudices an ability to self-monitor for unconscious stereotyping or stigmatisation of partici-

3. Multitude of individual differences – Mixed-ability groups

Input: While organising and facilitating an interna- tional youth meeting, you never know who you will meet. Often you are unfamiliar with the meeting environment or the venue. As a result, you won’t have that one perfect solution for your group, especially if it is a mixed-ability group – that is, in the context of international youth work, a group of young people with and without disabilities. SALTO-YOUTH Inclusion defines a mixed-abil- ity group as one that provides “positive expe- riences of working, playing and simply being together, when breaking down barriers and taking on challenges”. 13 An inclusive mixed-ability group reflects di- versity in society. It means creating and main- taining a space where everyone’s needs are met so that all young people, not just those with disabilities, can take part. Working with a mixed-ability group is inclusion in action. A mixed-ability approach recognises that all young people have different abilities and may need support so they can be fully involved. Working with mixed-ability groups can be

pants’ disabilities or differences (attribut- ing characteristics or traits to participants which are not necessarily accurate) an openness to introducing adaptations at different stages of the project and to maintaining flexibility creativity and resourcefulness (often just as important as funding or accessibility) tolerance of ambiguity (an ability to per- ceive and endure new and conflicting information) role distancing/de-centring the self (an attempt to see ourselves from the outside that allows us to question our norms, prej- udices and stereotypes while maintaining values that are key to our identity and cannot be negotiated) using rights-based disability and diversi- ty-aware inclusive language resisting quick judgements and conclu- sions about participants (e.g., about their capacity) self-questioning and self-reflection reframing perceptions and feelings. Activity: Empathy and de-centring the self (for groups of four or five people) è Activity 2.2. Videos: Short video on what is empathy (vs. sympathy) by Brene Brown https://www.youtube.com/ watch?v=1Evwgu369Jw “All that we share” on people’s diversity, ap- preciating it and seeing beyond the “boxes” https://www.youtube.com/watch?v=jD8tjhVO1Tc Why does tolerance of ambiguity matter and how to develop it? https://www.youtube.com/ watch?v=CxrTAVtKH-E

perceived as a new way of looking at an inter- national youth work event, non-formal educa- tion activity or training course. A key aspect of inclusivity is that not everybody has to do the same thing to contribute. It is fine to do things in different ways to achieve the desired out- comes (as long as the groups are not divided by type of impairment). Building a truly inclusive mixed-ability group (remember, inclusion is a process!) requires careful planning and preparation. The group will not be inclusive if all you do is invite young people with disabilities to join an existing group of young people without disabilities without acknowledging the individual needs of all participants. Reflection: Reflecting in groups or individually: When working with diverse or mixed-ability groups, what situations do I find most difficult? Input: What could help you to work with mixed-abil- ity groups? See disabilities as different learning and/ or participation styles Focus on strengths and abilities (keeping in mind participants’ limitations) Imagine a mixed-ability activity as a train- ing course involving different learning or participation styles with varying levels of knowledge, speed, ways of collecting and interpreting information, and contributing. In mixed-ability groups, young people with disabilities have different starting levels and needs. This means that to achieve equality within such a group, we must pursue an equi-

13 SALTO-YOUTH Inclusion (2008): No Barriers, No Borders – a practical booklet for setting up international mixed-ability youth projects

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MODULE 2: Steps towards an inclusive culture

itly or not) their impairments or health condi- tions. Even within a group of people with the same impairment, individual persons’ access needs vary greatly. Having said this, organisers should be aware of participants’ access/learn- ing needs and disabilities/health conditions in advance of the activity, having collected this information in a sensitive way beforehand (see materials in Module 3). When you develop a new and exciting project involving a mixed-ability group, it is important to remember to create a diverse and inclu- sive team of youth workers. You may consider putting together a mixed-ability team, which would be beneficial when offering mixed-abil- ity educational activities. This is a strategic de- cision that can lead to learning more about youth work in rela- tion to disability issues making participants with disabilities more comfortable during the activity offering participants positive “role models” to identify with gaining better insights into the various accessibility and educational needs of participants with disabilities. 14

Generally, there are four key types of challenge faced by both participants and organisers when designing mixed-ability group activities: Methodological and pedagogical chal- lenges (suitable methods for working with groups, different group dynamics and approaches, etc.) Attitudinal challenges (fears, misconcep- tions, etc. on the part of both participants and organisers)

Financial challenges Technical or accessibility challenges

è Factsheet 2.3. resumes some of the issues that can challenge the inclusivity of a group: technical or accessibility challenges, personal barriers, support systems.

table approach. For example, a partially sight- ed participant will need handouts in large print, while hard-of-hearing persons will need a palantype/text-on-screen support and text handouts so they can follow the inputs. Deaf participants will need sign language interpre- tation. Young people with disabilities should be seen as the experts when it comes to the support and accessibility they need, so a facil- itator/organiser should ask them to voice the kind of support and adaptations they need to become part of the group. When preparing and running an activity with a mixed-ability group, it is advisable to primar- ily pay attention to the young participants’ individual access, participation and learning needs rather than emphasise (whether explic-

5. Making everyone in the group comfortable Input:

For instance, stage an activity involving an exchange of experiences that increases every- one’s empathy towards different needs, or ask participants to share their access needs on an online platform for the project before the face- to-face activity starts. However, sometimes a participant with a dis- ability may not want to open up about their disability to others. How do you deal with this? A suggestion would be to focus on access and other needs, not on the actual disability. Speak with the participant privately about their needs and make sure these needs are known and respected by the team of organisers/facili- tators and/or by participants (if the participant in question permits this). This is a summary of key tips helpful when working with mixed-ability groups: Plan effectively and in good time (programme, accessibility, methods, group composition) Remember that preparation is the hardest part Ask, don’t assume Agree ground rules with the group Identify participants’ needs (how they can and want to be included and how they prefer to participate)

Asking a group openly how they like to learn or what would make them feel included helps make any activity process more responsive to participants’ needs. You can also ask group members individually. 1. What do you need to feel comfortable a. in the group? b. with the activities? c. with the achieved results? 2. What strengths can you contribute to the group? 3. What situations would you like to avoid? What can we do if it occurs nonetheless? 4. Which of your experiences may help others? It is extremely beneficial for the entire group to set ground rules they all agree on, based on mutual respect. Some young people with disabilities may have a lack of knowledge or understanding of the needs of people with impairments different from their own. For instance, deaf partici- pants may (unintentionally) forget about the needs of wheelchair users. Also, people may be so focused on their own participation and having their accessibility needs met that they are not fully receptive to the needs of others. In this case, it can be helpful to help partici- pants to put their disabilities in perspective.

4. Challenges when working with mixed-ability groups – and how to resolve them Input:

ing and recurrent need in any mixed-ability activity or educational process.

No matter how often you have already worked with mixed-ability groups – or maybe not at all – every experience will differ. New sensitive issues may come up and new stereotypes will need to be dealt with. Even participants or ed- ucators with a disability may have stereotypes about a particular disability. Every activity with a mixed-ability group will have to be adjusted. Achieving inclusion is an ever-present, ongo-

Even if you have set up a mixed-ability group in line with inclusive principles, inclusion will still continuously evolve depending on a num- ber of factors such as group membership, na- ture of the activity, facilitation style, or change of environment.

14 Chupina K., Georgescu M. (eds.), Martin K., Todd Z., Saccone M. and Ettema M. (2017): Yes to Disability in Non-Formal Educa- tion! Making Human Rights Education Inclusive for Youth with Disabilities. Unpublished manuscript. Council of Europe.

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MODULE 2: Steps towards an inclusive culture

Group reflection or self-reflection and practical transfer: What did I learn about opening my mind to differences that I wasn’t aware of be- fore?

Have backup plans (e.g., extra tasks for those who finish early) Provide a sufficient challenge for everyone Use group work to generate mutual support Remember that small groups can be more effective Try not to categorise tasks as “easier” or “more difficult”, but in line with partici- pants’ individual abilities Try to adapt from the very beginning rather than during the activity Build a climate of honesty, confidentiality and trust to break down barriers Invest more in group-building exercises to build trust and mutual support within the group Provide sufficient breaks.

There may be times when you as an organiser or facilitator may feel a bit overwhelmed with all the information you need to consider when working with mixed-ability groups. But please remember that you will only become skilled at working with mixed-ability groups through learning by doing. It is fine to make mistakes as long as you learn from them. Accepting mis- takes or learning from a conflict is beneficial because it helps us to grow, learn and come up with new ideas. Video: How to deal and communicate with people with disabilities (short) https://www. youtube.com/watch?v=Gv1aDEFlXq8 Reflection: Self-checklist/reflection on being inclusive è Checklist 2.4. Factsheet: Inclusive language, 10 Key Princi- ples of Communication with People with Disa- bilities è Factsheet 2.5.

How can we cultivate a sense of identity and belonging? What is the next step I take to make my work more inclusive?

What did I learn about inclusiveness? How will I change my approach towards better understanding the needs of partic- ipants?

Background material and further reading

IJAB (ed.) (2017): VISION:INCLUSION - An inclusion strategy for international youth work, “Fundamentals of inclu- sive international youth work: Human rights, youth policy, concepts” pp.10-24 https://ijab.de/fileadmin/redaktion/PDFs/ Shop_PDFs/VisionInklusion_Handreichung_ engl.pdf DARE DisAble the barRiErs - www.dare-pro-� ject.de (2020): DARE Practical Guide for Inclusion, chapter 1 “It’s easier than you think! ” https://dare-project.de/wp-content/ uploads/2020/06/DARE-Practical-Guide-for- Inclusion.pdf SALTO Youth Inclusion Resource Center (2008): “No Barriers, No Borders” - Book- let on organising mixed ability projects. (in English, Georgian, Polish, Russian, Slovak, Spanish) https://www.salto-youth. net/rc/inclusion/inclusionpublications/­ nobarriers/

Chupina, K.(2004) “Role of European train- ings, Participation and Arts in integra- tion of youth with disabilities”. Council of Europe - European Commission Youth Partnership magazine “Coy- ote” (Issue 8, 2004). https://pjp-eu.coe. int/documents/42128013/47261470/incl_­ disabilities.pdf/3fb4d859-daa8-4e15-8a91- 3e96accad2e2 Todd, Zara (2017) „Human rights education and disability simulation exercises – not a match made in heaven”. In: Council of Europe - European Commission Youth Partnership magazine “Coyote” (Issue 25). https://pjp-eu.coe.int/en/web/coyote- magazine/hre-and-disability-simulation

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MODULE 3: Steps towards inclusive structures and practices

Have a look at Lana’s Introduction video: https://t1p.de/intro3 (YouTube) The script can be found here: è Script 3.0.

1. Inclusive strategy development Input: Total inclusion in international youth work will probably always remain a vision. Yet this vision is important all the same because it points towards the direction in which international youth work as a field, as well as each individ- ual organisation, can move. It thus functions as a source of motivation. The journey towards inclusive international youth work can never be completed. However, this also means that not everything can be done straight away and not everything has to be perfect. The idea is to move ahead one step at a time, to set prior- ities and to direct the spotlight at the capac- ities and interests of the young participants, whether they have a disability or not. A commitment to inclusion should be fully reflected in an organisation’s strategy, values, systems, procedures, rules and policies. If you are part of an organisational setup that does not support inclusion, creating a successful mixed-ability or inclusion project will be ex- tremely challenging. What is a strategy and why do we need it? In a nutshell, strategies must respond to two key questions:

MODULE 3 Steps towards inclusive structures and practices

You need a strategy because you need to de- fine what you want to achieve. Strategy de- velopment means defining where you are now, where you want to be and how you will walk that road. The VISION:INCLUSiON model described here helps organisations develop an inclusion strat- egy of their own that responds precisely to their specific structure, situation and context. The objectives and actions presented in the booklet can provide guidance. 15

# How to organise a more inclusive project

Brief description This module is a journey through inclusive project design, implementation and evaluation. It helps organisers of international youth projects to plan and im- plement their project in a way that involves all young people, including those with impairments or disabilities.

The basics of strategic planning boil down to the following:

1. Inclusive vision and mission – What are your core purpose and core belief in rela- tion to inclusion? 2. Environmental analysis (e.g., SWOT anal- ysis) – What are your organisation’s inter- nal strengths and weaknesses? What are your organisation’s external opportunities and threats? What inclusion/inclusive ef- forts work? What does not and needs to be improved? Are the right people in the right roles? How do your organisation, staff and culture need to change to accomplish your inclusion goals? Conduct the SWOT analysis before setting your priorities.

Learning objectives

At the end of this module you will be able to plan an inclusive project identify different kinds of access barriers design and deliver an inclusive recruitment process implement an inclusive project.

What should be done? How should it be done?

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15 IJAB (ed.)(2017). VISION:INCLUSION - An inclusion strategy for international youth work, pp.27-46.

MODULE 3: Steps towards inclusive structures and practices

2. Barriers to participation for young people with disabilities in youth work projects

3. Establishing the strategy Decide on priorities.

4. Implementing the plan

Define, write and implement your strategic plan.

Develop strategic long-term goals. Based on the above analysis, what do you want to achieve? Prepare a budget.

This manual would not be necessary if young people with disabilities found it easy to take part in international youth work activities. For many years, youth workers have been trying to come up with more new ways to include young people with disabilities in their pro- jects. Yet despite an increase in diversity-relat- ed projects, this target group is still less visible than other diversity dimensions. There are many reasons for this, from family upbringing to community support or access to education. Reflection: Have a look at some examples of barriers to participation. These challenges have been identified by young people with disabilities based on their experiences in international youth work activities. How could the barriers be reduced? è Factsheet 3.2. Input: These are key barriers to participation in youth work generally: On the part of young people with disabili- ties: Low self-esteem; overprotective families Limited access to education and, e.g., language skills Lack of voice and visibility – to assert a right, a certain level of visibility is needed Lack of (social) skills and knowledge of one’s rights Lack of information about programme accessibility, or fear of in accessibility Differing visibility of disabilities (“minor- ity within a minority”) – for example, the needs of young people with intellectual or psychosocial disabilities and deaf-blind or hard-of-hearing participants are more easily overlooked.

5. Evaluation

You will find some Tips on action planning in è Factsheet 3.1.

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Analyse needs

 Check current situation against dened priorities and strategic goals  Dene need for action e.g., with a SWOT analysis (strengths, weaknesses, opportunities, threats)

On the part of youth organisations: Lack of facilities, access, skills and knowl- edge related to working with young people with disabilities Reluctance to work with or for young people with disabilities, since it is not considered “sexy” Fear of the extra efforts and costs; miscon- ception that mixed-ability projects cannot be carried out Assumptions about the actual capacity of young people with disabilities (perfor- mance ≠ capacity) Lack of projects by young people with disabilities and with young people with disabilities - most projects are done for them Youth programmes often do not reach out to young people with disabilities What can youth organisations and stake- holders do? Understand the specific needs of the young people with disabilities they work with Provide skills-based training and volun- teering opportunities for young people with disabilities

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Start process

 Dene inclusive vision and mission  Set priorities and strategic objectives

3

Develop inclusion strategy  Select own objectives and actions (chapter 5) or dene new ones  Develop suitable measures and dedicate resources

Start a new project or re-dene new priorities and strategic aims

e.g., using reection ques- tions in chapter 5 or the “SMART objectives analysis”

Adjust objectives, actions and measures

5

Verify success

 Have our objectives

been met? Did we select the right actions? Did the measures work?  If not, adjust as required.

4

Implement strategy

 Implement the new measures

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