MODULE 3: Steps towards inclusive structures and practices
Input: Peer support
Potential challenges for a mixed-ability group involving PAs: A PA who does not operate from a social model and inclusive perspective could undermine the mixed-ability approach of the group. If group members are unfamiliar with PA or other forms of support, they may inadvertently react in a way that under- mines the participation of the PA user. For example, they may expect a PA to fully participate in an activity when their actual role is to enable a person with a disability to participate. It should not be assumed that a PA will want to learn about the subject or already know about the subject under discussion. Even if a PA is knowledgeable on the subject, they are not participating in the activity. Maintaining a balance between acknowl- edging the PA as a person but also in their role as someone’s enabler. Some PA users would rather you didn’t distract their PA, while others will be quite happy for you to have a chat. The key is to be polite and not stop them from doing their job. 18
able with their role, be interested to learn about their new friend’s access requirements, understand their role very well and be able to openly discuss it with their assigned peer as
equals. Buddies should not be seen as person- al coaches, leaders, supervisors or power fig- ures in general.
Of course, one of the ways to ensure individu- al support is to use the potential of the group and other participants. For instance, volun- teers from the group (with disabilities or with- out) can be asked to regularly support and co- operate with participants with disabilities, or you can ask for the group to offer support and cooperation whenever you see this is required. Be sure to check with both PAs and individual participants to ensure the support is not im- posed, provided without their permission, or rendered in a patronising way. An often applied approach to supportive coop- eration is a buddy system. The buddy system encourages pairing peers with and without disabilities who can complement each other’s unique strengths and skills and work together in inclusive settings. This also allows for posi- tive social interactions to develop between participants with and without disabilities. A buddy is usually a person who is interested in helping their peers to do the assignments, move around, communicating, contribute to the activity, work in small groups, take notes or offer advice. A buddy should be comfort-
Group reflection or self-reflection and practical transfer:
What did I learn about access barriers that I didn’t know before? What new things have I learnt about inclu- sion and accessibility in youth work?
How will I change my approach to organ- ising youth projects to make them more inclusive? What are my next steps?
Background material and further reading IJAB (ed.) (2017).VISION:INCLUSION-An inclu- sion strategy for international youth work,
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., Mucha P., Ettema M. (2012): Re- port of the Council of Europe Youth Sec- tor Consultative Meeting on Inclusion of Youth with Disabilities in the Youth Pro- grammes of the Council of Europe. Council of Europe Publications. https://rm.coe.int/168070236c. European Disability Forum Guide for accessi- ble meetings for all (2019): https://www.edf-feph.org/content/up- loads/2020/12/edf_guide_for_accessible_ meetings_1.pdf
chapters 2 and 3, pp.26-46 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 2 “Around, over and beyond the barriers.” https://dare- project.de/wp-content/uploads/2020/06/ DARE-Practical-Guide-for-Inclusion.pdf German-Polish Youth Office (2019): Check- list “Diversity in Youth Exchange” (also in German, Polish, French and Ukranian) https://dpjw.org/wp-content/ uploads/2020/02/checklista_ENGLISCH_ online_16.12.2019.pdf Behinderung und Entwicklungszusammenar- beit e.V. (2014). Handbook “Jetzt einfach machen (Make It Now/Easy)” (also in German, French and Spanish) https://www.bezev.de/de/home/service- und-bestellungen/jetzt-einfach-machen/
18 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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