MODULE 5: Creating an inclusive learning space
Group reflection or self-reflection and practical transfer: Which ideas have helped you to get a feel for various, especially hidden, needs and realities?
Activity: The five-step Reverse Engineering process: Re-work one of your favourite methods with your peers or target group by testing, evaluat- ing, re-engineering, re-designing and re-test- ing it. è Activity 5.3. (also includes some more background information on the process) There is no need to reinvent the wheel. This factsheet collects possible barriers and offers a few practical ideas for possible adaptations to the exercise. It helps you to start over if your creativity fails you. Or maybe you simply enjoy being inspired by problems that others have already solved or at least identified and brought to our attention. è Factsheet 5.4.
What is your biggest challenge when running a session with people with explic- it individual needs? What would help you get ahead? How can you share the responsibility for the process and the space with session participants? How can you hold back when taking decisions for others and instead ask more for their advice?
What adjustments to your methods made the biggest impact, i.e., widened the pos- sible scope of application?
Background material and further reading DARE DisAble the barRiErs - www.dare-pro-� ject.de (2020): DARE Practical Guide for Inclusion, chapter 3 “Practical tips and methods on how to design inclusive and
Un-Label e.V.(2020): Creability Practical Guide - Creative and Artistic Tools for In- clusive Cultural Work (English/German) https://un-label.eu/wp-content/uploads/ Creability-Practical-Guide-EN.pdf
3. Key principles of (more) inclusive learning - Be a part of a bigger cause Input:
quality activities” https://dare-project. de/wp-content/uploads/2020/06/DARE- Practical-Guide-for-Inclusion.pdf IJAB - Fachstelle f r Internationale Jugendar- beit der Bundesrepublik Deutschland (ed.) (2015): Booklet Language animation - the inclusive way. (English/German) https://ijab.de/fileadmin/redaktion/PDFs/ Shop_PDFs/ijab-if-jg-sprachanimation- neuau .pdf
Activity: Here are examples of how you can success- fully apply these five principles to your own practice. And your environment will help you. How does it work? And how can you lift your experience to a higher level? Learn here how easy it can be. Congratulations on your new- found capabilities! è Activity 5.6. Transfer: From theory to practice. You will not leave without creating something you always want- ed. You will design one activity for each principle . As you apply them to a real-life sit- uation, reflect with your peers or target group on how you have challenged yourself. Would you change your approach next time round? The second try is always the most innovative step, yet the first is vital for learning and under- standing. è Transfer 5.7.
In this chapter, you will learn about ways to build an advanced inclusive framework as you plan, design, run and evaluate your learning activities. You will discover five key principles that help you examine your beliefs and atti- tudes. These help to make everyone an equal stakeholder and enjoy self-directed, meaning- ful learning. This approach shows you how you can significantly increase everyone’s involve- ment and well-being (including yours, rest as- sured!) by enabling everyone to take responsi- bility for having their needs met. Discover five key principles for an inclusive and participatory learning environment ( è Factsheet 5.5. ): Identifying and extending others’ skills Facilitating access and reducing complexity Democratising the space
Maurianne Adams, Lee Anne Bell, Pat Griffin (eds.)(2007): Teaching for Social Justice
Mainstreaming accessibility Strengthening the individual
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