Inclusion Flashcards
What is inclusion?
to contain as part of a whole
no matter what everyone can take part
What is integration?
Incorporating activity/facility etc.
-Needs something added so everyone can take part
How do inclusion/integration work in an educational setting?
- Educating all students with disabilities in regular education and regular classes
- providing appropriate educational programs based on ability/needs for support to ensure success
- opportunity for all students to develop skills to learn, live and work in society
Is Inclusion/integration a process or a product?
process
In what ways does inclusion/integration suggest that diversity is valuable?
focuses on capabilities, all people are worthy, an array of contributions
Based on Social Inclusion, what are the goal areas?
learning social behaviors, facilitate equal status relationships, reduce social isolation, start and maintain relationships, skills necessary for specific things
What are the values of inclusion?
uniqueness, empowerment, belonging, security, purpose
What are the 3 types of inclusion?
- Physical
- Instructional
- Social
What are the characteristics of an inclusive environment?
decision making, social interaction, no stereotyping, personal meaning, responsive, achievement, resourceful, balance of experience
What are the risks of inclusion?
embarrassed (don’t feel like part of the group), rejection, safety in PA, vulnerable
What are the benefits of inclusion for PWD?
- learn social skills, more friendly environments, learn with natural cues/consequences
- stimulating/motivating environ.
- learn appropriate skills (greetings, age approp. clothing)
- Age appropriate role models who don’t have disabilities
- participation in variety of school activities (suited for age and neighborhood)
- New friends who don’t have disabilities
- integration of parents, special ed. teachers, staff into regular schools (relationships, less isolation)
What are the benefits of inclusion for Professional Staff and students without disabilities?
- Special ed. teachers have higher expec. for students w/ disabilities
- special ed. teachers learn what is approp. for students w/out disabilities.
- student attitudes towards PWD improve(less fears, teasing, stares, etc.)
- Students w/out disabilities learn to appreciate indiv. differences.
- future parents of kids w/ disabilities, future teachers (etc.) learn to face PWD with greater knowledge and understanding
What are the steps to Facilitate Inclusion?
- Enhance your attitude
- Improve Other’s attitudes
- Use sensitive terminology
- Encourage integration
Before we can enhance our attitudes, what do we need to be aware of?
-attitudes are based on our experiences with PWD
How can we enhance our attitudes to facilitate inclusion?
attend presentations, be self aware, direct contact
Before we can improve others attitudes, what do we need to be aware of?
People fear what they don’t know, what is different
How can we improve other’s attitudes?
focus on similarities, view people as part of humanity, person-centered approach
-structure interactions, encourage personal contact, promote joint participation, effective communication
What to we need to be aware of regarding the use of Sensitive Terminology?
- using insensitive terms creates tension
- sensitive terms shows a positive attitude toward PWD
- people first philosophy
How can we use sensitive terminology?
focus on similarities, person first, emphasize individual abilities, dignity and respect for each individ., be consistent with term.
How can we encourage integration?
know the benefits of inclusion/integration, be aware of barriers, facilitate self determination, advocate for services
What are the 2 types of barriers to inclusion?
Internal & External
What are some internal barriers to inclusion?
lack of: physical ability, time, confidence/motivation, awareness of the benefits of PA, awareness of opportunities,
-perceived attitudes of others
What are some external barriers to inclusion?
architectural accessibility, prohibitive costs, discriminatory practices/policies, lack of staff or training
What are the 9 steps to the “Inclusion Process”
- Obtain Information
- Identify Support
- Define Safety Concerns
- Assess Skill
- Set Realistic Objectives
- Contribute to I.E.P
- Select Activities
- Make Modifications
- Implement & Evaluate
What is involved in “obtain information” of the Inclusion Process?
info about participant: age, skill/fitness level, interests/goals
behaviours/attitudes towards active living
past PA experience
nature of disability and activity
venue (where activity will be held)
requirements for activity
What is involved in “Identify Support” of the Inclusion Process?
Identity persons who currently support
participant, family, teachers/program leaders, therapists, comm. organizations, friends, volunteers
What do we need to be careful of when identifying supports?
We need to recognize and respect when no support is needed.
Regarding “Define Safety” of the Inclusion Process, what are the 4 aspects that can be affected by safety?
Participant, Environment, Equipment, Instruction
How can we ensure safety of participants?
Respect personal space, protective/appropriate clothing/equip., aware of disability if it relates to participation (seizure triggers, breathing difficulties.)
know partic. limits, environ. factors (sunscreen, hats,)
How can we ensure safety with the equipment?
protective equipment, in good condition, assistive devices in working order, age/skill approp. equipment,
How can we ensure safety within the environment?
set up to ensure safety, consider surface (gravel), temperature issues (weather, pool), familiarize participants with environment, cleanliness, reduce clutter, good lighting, proper signage
How can we ensure safety within instruction?
clear concise instruction, eye contact, clear path to instructor, cues/prompts, use rules, have a clear STOP signal
Based on the “Inclusion Process”, why is assessing skill important?
-cornerstone of programming, implementation & evaluation
needed to ensure individuals receive appropriate instruction
Based on the “Inclusion Process” how do we set realistic objectives?
objectives lead to the ultimate goal, info from assessments help identify objectives, objectives are SMART
In regards to objectives, what does SMART stand for?
Specific Measurable Attainable Realistic Timely
In the “Inclusion Process” we must contribute to I.E.Ps, what are they?
Individualized Education Plan
parents may share with you
Based on the “Inclusion Process”, how do we select activities?
appropriate for interests, age, capabilities
based on: expressed interest, program, situational, resources, facility, etc
Based on the “Inclusion Process” when should we modify?
when necessary, to the extent necessary, without jeopardizing the purpose of the activity
What elements can modifications be made to?
Participants, Activity, Equipment, Environment, Instruction
When modifying activity based on the “inclusion Process” what things should we use as guidelines?
Create opportunities for success, encourage cooperation rather than competitiveness, be aware of group dynamics, strive for inclusion rather than elimination
When modifying activity based on the “Inclusion Process”, what 2 subcategories can be modified?
Skill level and rules
What ways can skill-levels be modified (based on the “inclusion process”) and what are their effects?
look in binder
What ways can Rules be modified (based on the Inclusion Process) and what are their effects?
look in binder
What are the guidelines associated with modifying equipment based on the “Inclusion Process”?
age appropriate, colorful, auditory, durable, multiple uses, inexpensive, available
What variables of equipment can we modify based on the “Inclusion Process” and what do they help with?
size, shape, weight, color, texture, density,
speed, distance, timing, force, accuracy
What ways can equipment be modified and what are their effects? (based on “inclusion process”)
look in binder
How can participants be modified based on the “inclusion process”?
groupings, role in activity, methods of locomotion
Based on the “inclusion Process” how can we modify the environment?
size of play area, boundaries/zones, decrease clutter/traffic, decrease distractions, increase visual cues, lighting, orient participants to environment
In what ways can we modify the environment (based on the inclusion process) and what are their effects?
look in binder
Based on the “inclusion process” how can we modify instruction?
consult participant, involve participant immediately, begin with least modified tasks, determine future modifications.
According to Step of the “Inclusion Process” we need to Implement and Evaluate. How do we do that?
observe: communication with others involved with the participant, equipment needs, teaching techniques, activity modifications, peer involvment
