MODULE 3: Steps towards inclusive structures and practices
Put young people with disabilities in leadership positions OR Designate young people with disabilities resource persons for inclusive projects Involve young people with disabilities throughout the programme planning phase
Team up with disability community organ- isations to run capacity building courses for youth organisations (on how to reach out to and involve young people with disabilities) Bring about attitudinal changes that reflect tolerance and empathy towards people with disabilities Bring about behavioural change that re- flects respect for persons with disabilities. Participants’ access needs are usually the first that require careful attention since they in- fluence the choice of venue, programme ap- proaches and method adaptations, amongst others (see questions for guidance on the ac- cessible venue in è Factsheet 3.3. ). The “No Barriers, No Borders” booklet on mixed-ability projects offers a checklist show- ing the categories of needs your potential participants may have, helping you reflect on how you would respond to them ( è Checklist 3.4. ). These resources will assist you in phras- ing the questions you need to ask your select- ed participants about accessibility and other needs they may have. Other helpful information that should be in the call: Any accessible facilities and programme sessions Availability of venue/organisation staff willing to support the participation of young people with disabilities 16 A contact person for inclusion Offer of additional advice and information
If your organisation or partners already have experience with inclusive projects, this should be communicated. This can be done in the text, but also by including photos or testimo- nials from former participants. Make sure that inclusive groups and people with disabilities/impairments are represent- ed in all of your PR material. The images used should show that participants with disabilities are part of the group. In order to reach out to people with disabilities as a target group, a two-pronged approach is proposed. In addition to the regular channels, young people should also be addressed at specific locations: 5. Putting support systems in place Input: Personal assistants Many persons with disabilities need support to do everyday tasks. Some people with a disa- bility are in control of how they are supported. Their support persons are known as personal assistants (PA). In a mixed-ability group, some persons with disabilities may have a PA. The PA is only there to support the person or persons they work for, not as participants in their own right. Some aspects to consider about when work- ing with people who use a PA: Is there space for the PA to sit during a session? Depending on the PA user, they may want their PA to sit next to them, at the back of the room, or outside the room entirely. What about the PA’s travel or accommoda- tion needs?
Institutions where people with disabilities learn, live and work University disability departments and advisory centres specialising in inclusion Self-advocacy organisations, disability community organisations, student repre- sentatives for people with disabilities Social media: Facebook, Instagram and groups, organisations or facilities that cater to people with disabilities. 17 Resources: Factsheet: How to prepare more accessible ap- plication forms è Factsheet 3.5
3. Understanding and assessing participants’ needs Input:
Any project starts with the identification of participants’ needs, and any needs assessment should involve young people themselves – here, young people with and without disabil- ities. They should be involved at all stages of project development and be consulted while preparing, planning and conducting the pro- ject. This includes involving them in writing the call for participants, putting together information material, communicating with partners, finding the venue, developing the programme and selecting methods, inviting experts and evaluating the activity afterwards.
Example forms for collecting information from participants è Example forms 3.6.
Does the PA know when the breaks are? Not all PA users need their PA all the time. They may wish to leave during the ses- sion, so they need to know the session timings. This also means sticking to the schedule as much as possible. How can you ensure that the PA user is in control of decision-making? It is very important to address questions directly to the PA user, not to their PA. Also, do not ask a PA to do something in their role as PA - talk to the participant themselves and ask if it would be OK to ask their PA. This is important as a PA may agree to do some- thing for you that takes an hour yet are unaware that their employer needs to use the bathroom. If they don’t check with the PA user before agreeing, this could cause problems.
4. Inclusive calls for participation and recruitment Input:
The invitation phase is crucial in reaching out to participants with disabilities. Just one sen- tence that openly invites applications from people with disabilities can make a huge dif- ference, such as “Persons with any kinds of disability/access needs are welcome to ap- ply and take part in the event. Organisers are committed to adapting the programme and environment to make them inclusive and ac- cessible”. Sentences like these can be included in the introduction to the application form.
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17 Adapted from bezev e.V.: Checkliste barrierefreie Öffentlichkeitsarbeit (on request)
16 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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