www.inclusionproject.org

What is Inclusion?

Physical Inclusion

• Persons with a disability are present in the classroom, a sports team, in a recreational setting etc.

Functional Inclusion

• Persons with a disability have necessary supports to participate in normative experiences

Social Inclusion

• Persons with a disability are socially accepted and enabled to participate in school and community activities

Schleien et al. 1999

What is Inclusion?

Everyone Participates

Everyone Belongs

The #1 Factor in Ensuring Successful Inclusion is…

A GROUP OF PEOPLE WHO BELIEVE TOGETHER THAT IT IS POSSIBLE AND WORK TOGETHER TO

MAKE IT HAPPEN.

Statements of Belief…

• EVERY child can make friends.

• EVERY child can participate.

• EVERY child can be successful.

When it comes to leading kids…

• If you’re ON FIRE, they’re HOT.

• If you’re HOT, they’re WARM.

• If you’re WARM, they’re COLD.

• If you’re COLD, you’re FIRED!

Be Honest…

What are the benefits of inclusion?

Your First Steps

Set the Atmosphere

Oops!

Establishing an Atmosphere

Where Mistakes are OK

Words arePOWERFUL!

The “R” Word

“People-First” Language

Describing Words used often enough become Defining Words.

How should I act?

If you are unsure of what to say when you first meet, try:

a. “Hello.”

b. “I’m not sure about this.”

c. “How long have you been disabled?”

For activities you are doing, it might take a person with a disability:

a. forever. Don’t worry about waiting.

b. extra time so be sensitive when planning.

c. no more time than anyone else.

If a person with a disability has a companion or sign language interpreter:

a. speak directly to the person with a disability.

b. speak as loudly as you can.

c. speak directly to the companion or interpreter.

When you talk to a person in a wheelchair for more than a few minutes:

a. lean on the wheelchair to let the person know you are paying attention.

b. bend over and put your hands on your knees.

c. try to sit down so that you will be at eye level with that person.

If a person has difficulty speaking:

a. give the person unhurried attention.

b. don’t pretend to understand when you don’t – ask the person to repeat what they said.

c. Both A and B.

When you greet a person who is visually impaired:

a. grab their hand and shake it.

b. tell the person your name and where you are.

c. pat them on the back.

Before you assist a person with a disability:

a. ask.

b. listen carefully to any instructions.

c. Both A and B.

When people with disabilities accomplish normal tasks,

a. make it a big deal and show everyone around.

b. ignore it.

c. avoid excessive praise.

Which of the common expressions should you avoid around people with disabilities?

a. “I’ve got to run now.”

b. “See you later.”

c. “Have you heard?”

d. Relax. People with disabilities use these phrases all the time.

Apply

Change

Teach

Serving Families

• Build trust!

• Be empathetic.

• Be consistent.

• Communicate!

• You’re on the same team!

CELEBRATE YOUR SUCCESS!

Helping Campers Establish Friendships

Keys to Building Friendships

•Be Intentional!

•Emphasize Similarities

•Teach Nonverbal Responses

•Aid and Fade

Keys to Building Friendships

•Be Intentional!

•Emphasize Similarities

•Teach Nonverbal Responses

•Aid and Fade

•Answer Camper Questions

What Do You Mean?

Power Tower

Power Tower

Power Tower

What was the same in the activity?

What was different?

Making Accommodations

M&M’s to Gum Drops

Basic Questions to Think About

• Time—How long/short will an activity need to be?• Tools—What do I need to change/add for an activity?• Cues—What will help reinforcement?• Transitions—How do we get to it, through it, and

away from it?• Success—How do we (re)define success?

Achieving Positive Behaviors

What are behaviors that challenge you?

Understanding Challenging Behaviors

• I have an unmet need.

Understanding Challenging Behaviors

• I have an unmet need.

• I lack the skill.

Understanding Challenging Behaviors

• I have an unmet need.

• I lack the skill.

• There’s a lack of fit.

A change in a child’s behavior usually only occurs when there

is a change in the adult’s behavior or practice.- Novella Ruffin Ph.D

Prevention & Management Strategies

• Structure Routine Transitions

• Positive redirection

Prevention & Management Strategies

• Structure Routine Transitions

• Positive Redirection

• Group Control

• Balance

• Fidgets, Picture Schedules, Activity Scripts, Task Cards

Fidgets

• Putty

• Playdoh

• Koosh balls

• Stress balls

• Stretch men/animals

• Finger puppets

• Mini Etch-a-Sketch

• Small wind-up toys

• Small beanbags

• Vibrating toys

• Squeeze toys

• Exercise band for pulling

Picture Schedule

Free Play SnackMusic

Activity ScriptLunch

We have lunch at camp.

Before we eat, we line up.

We take turns washing our hands.

We have a special area for eating.

I will get my lunch and find a seat with my friends.

I can talk quietly to my friends while I am eating.

When I’m done I need to throw my trash away.

When I clean up my trash, I can help clean up the area.

Task Card

Directions_________________

_________________

_________________

_________________

The activity ends at:

Prevention & Management Strategies

• Structure Routine Transitions

• Positive redirection

• Group Control

• Balance

• Fidgets, Picture Schedules, Activity Scripts, Task Cards

• Specific Praise

• Feel, Felt, Found

• Consistency

• Evaluation

• Know the child

Accessible Activities

•#1: Kids stay engaged!•Set the example by participating•Competition can exist, but make adjustments as necessary•Process over product•Recognition for achievements

Activities

• Eggs, Chickens, Dinosaurs

• Eye Tag

• Elbow Tag

• Everyone’s It

• Musical Chairs