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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