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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