handbook inclusive spaces of learning’ - person...

Handbook

‘Inclusive spaces of learning’

This publication has been funded with support from the European

Commission.

It reflects the views only of the author,

and the Commission cannot be held responsible for any use which may

be made of the information contained therein.

Table of content 1. Introduction ...................................................................................... 5

2. Interviews with experts .................................................................. 17

3. Guidelines for inclusive spaces of learning ................................. 27

3.1. Before the training ...................................................................... 28

3.1.1. Target groups .................................................................... 28

3.1.2. Venue ................................................................................ 29

3.1.3. Arrival instructions ............................................................. 29

3.1.4. Accommodation ................................................................. 30

3.1.5. Application and announcements ........................................ 30

3.1.6. Support of participants ....................................................... 32

3.1.7. Trainers ............................................................................. 33

3.1.8. Schedule ........................................................................... 34

3.2. During the training ...................................................................... 34

3.2.1. Trainer couples .................................................................. 34

3.2.2. Training rules..................................................................... 34

3.2.3. Clear and understandable language .................................. 35

3.2.4. Additional time ................................................................... 36

3.2.5. Common characteristics .................................................... 36

3.2.6. Roles in the group ............................................................. 36

3.2.7. Overview ........................................................................... 37

3.2.8. Methods and instructions ................................................... 37

3.2.9. Interpreters and assistive tools .......................................... 45

3.2.10. Handouts ........................................................................... 46

3.3. After the training ......................................................................... 46

4. Checklist for an accessible space of learning .............................. 48

4.1. Venue ......................................................................................... 48

4.1.1. General ............................................................................. 48

4.1.2. For people with learning difficulties .................................... 48

4.1.3. For people with limited mobility and wheelchair users ....... 49

4.1.4. For people with hearing impairment................................... 49

4.1.5. For people with visual impairment and blind people ......... 50

4.2. Communication with people with disabilities ............................... 50

4.2.1. General ............................................................................. 50

4.2.2. For people with hearing impairment................................... 51

4.2.3. For people with visual impairment or blind people ............. 51

4.3. Training ...................................................................................... 52

4.3.1. General ............................................................................. 52


4.3.3. For people with limited mobility and wheelchair users ....... 52

4.4. Training-material ........................................................................ 53

4.4.1. General ............................................................................. 53


4.4.3. For people with visual impairment or blind people ............. 53

5. Guidelines for creating accessible written materials for people

with learning difficulties ................................................................ 54

6. Evaluation Sheet ............................................................................ 57

7. Guidelines for an evaluation of inclusive spaces of learning.......... 63

8. Guidelines for setting up inclusive teams in work & training ......... 66

9. Examples of good practice ............................................................ 74

9.1. Example: Multiplication Course .................................................. 75

9.2. Example: 4 types of listening ...................................................... 76

9.3. Example: Theory U ..................................................................... 78

10. Training material for Person Centred Planning ........................... 79

10.1. Example: Gaining confidence in my own skills as graphic

facilitator ..................................................................................... 80

10.1.1. Background ....................................................................... 80

10.1.2. Exercise ............................................................................ 80

10.2. Example: Reflect on the current situation and find out what

makes a good person centred review ......................................... 82

10.2.1. Background ....................................................................... 82

10.2.2. Group Exercise .................................................................. 84

10.3. Example: Module 1 of the Person Centred Planning course ....... 87

10.3.1. Exercise 1 ......................................................................... 88

10.3.2. Exercise 2 ......................................................................... 89

10.3.3. Exercise 3 ......................................................................... 90

10.3.4. Exercise 4 ......................................................................... 90

10.3.5. Exercise 5 ......................................................................... 92

10.3.6. Exercise 6 ......................................................................... 93

10.3.7. Exercise 7 ......................................................................... 94

10.3.8. Exercise 8 ......................................................................... 95

10.3.9. Exercise 9 ......................................................................... 96

10.3.10. Exercise 10 ....................................................................... 98

10.3.11. Exercise 11 ....................................................................... 99

10.3.12. Exercise 12 ..................................................................... 101

10.4. Example: PATH ........................................................................ 103

11. Dictionary ..................................................................................... 104

1. Introduction

This handbook is 1 result of the ‘New Paths to InclUsion’ project.

If you want to know more about the project you can visit the website:

www.personcentredplanning.eu The content for this handbook has been put together

by the members of the New Paths to InclUsion project and other people.

You can see the members of the project on the website of the project.

This handbook was written by our project partner innovia.

innovia is an Austrian non-governmental organisation.

innovia has been working in the field of vocational trainings,

especially with and for people with disabilities and learning difficulties for

almost 10 years.

We also have received content and ideas from people who were not part

of our project.

These people also have experience working with Person Centred

Planning in inclusive spaces of learning.

1 of the persons who was not part of the project who supported us was

Lisa Wimmler.

She works as a trainer and facilitator of Person Centred Planning

courses in Austria.

Her input has influenced the guidelines for inclusive spaces of learning.

We want to thank her for this.

Many more people have contributed to our handbook.

As we cannot thank all the persons,

Lisa Wimmler serves as an example.

Thanks to everybody who has helped us to complete this handbook!

http://www.personcentredplanning.eu/

We have tried to include self-advocates in the development

of the entire handbook.

For example self-advocates from the European Platform of Self-

Advocates (EPSA).

Some parts of the handbook have been developed

together with self-advocates.

Some parts were revised several times, with input from self-advocates.

Other parts were not revised by self-advocates.

Our project has not been the 1st project to think about how best to

include people with disabilities.

We and many other people around the world

have already made some progress.

But we are still on the way.

There needs to be much more development and practical examples.

In our project we have not been fully inclusive in all aspects and

stages in the project.

This was also made clear by self-advocates from EPSA.

They have given us very important feedback and ideas to think about.

We learnt:

To really work inclusive you have to plan extra time and

extra money from the beginning of a project.

The perfect situation would be to work with self-advocates

already in the preparation of the project.

Because self-advocates know best what works good for them and

what they need to be fully included.

Some of this learning will also be presented in this handbook and

some of this learning we will take on to future projects.

The New Paths to InclUsion project was realised from January 2013 to

December 2015.

In this time we had many discussions with and without self-advocates.

We learnt that talking about inclusive trainings is not enough for us.

Learning does not only take place in formal training courses.

Every setting where people come together to work on a shared topic or

idea can be an inclusive space of learning for everyone.

When we talk about inclusive spaces of learning we believe

that it is necessary to think about a broad range of settings.

Apart from trainings we think for example about:

team situations and meetings;

a group of people who wants to set up a project;

a team who wants to organise an event. This can be a conference

or something like a local village festival.

This is why we decided to increase the focus for our handbook

from just inclusive trainings to a broader picture of inclusive spaces of

learning.

During the 3 years of the project we kept on asking ourselves and

others the same question:

How can we organise and perform spaces of learning more

inclusively?

Looking back on what we have tried, we can still improve.

1 way to become better is to make as much experiences as possible.

The only way you can find out what works and what does not work in

which situation is by trying things out.

The reason for this is because every situation is different and

every participant in a situation is unique in his or her own way.

That is why there will always be:

different preferences,

needs

and details that have to be taken into account.

Making new learning experiences is also important

because our societies are for the most part still not inclusive.

So we are all only at the beginning of a road

that we want to walk together.

We want to practice, experience and live diversity.

We hope that you will find our handbook helpful and inspiring.

We also want to apologize if you are missing something in this

handbook.

But the topic of inclusion is so big that we had to make choices

what to cover and what not.

We are not the 1st persons who have developed guidelines or collected

and worked out clues and best practices.

There are many more useful sources out there.

Whenever possible we want to support you with links to other papers or

information about the topic of inclusion and inclusive learning.

You can find these links in every chapter.

We have tried to write this handbook in clear and

understandable language.

We explain all difficult words we have used in the dictionary.

All words you can find in the dictionary are underlined.

The dictionary stands at the end of the document in chapter 11.

This handbook does not fully meet easy to read standards.

It has not been proofread by people with learning difficulties.

It has also been written by non-native English-speakers.

What is the aim of this handbook?

To serve as an orientation when organising

an inclusive space of learning.

To make people feel more secure

when they organise an inclusive space of learning.

To make people feel more secure

when they are part of a space of learning and

demand what is necessary to them and others

to make the event more inclusive.

To put an end to the fear of doing something wrong when organising

an inclusive space of learning.

To give examples of what has worked well for others so far.

To show that in many cases there is no right or wrong.

For whom is this handbook?

Everybody who wants to organise an inclusive space of learning.

Everybody who takes part in an event which could or should be

inclusive and wants to support the organisers with ideas.

Trainers or educators who want to work inclusively.

How is this handbook structured?

At the very beginning you find the introduction in chapter 1.

The introduction explains who we are and why we made this handbook.

It also gives you an insight on the questions that guided us during the

project period.

After the introduction we show you 5 opinions of experts

for inclusive spaces of learning.

You find their views in chapter 2.

Then you find the guidelines for inclusive spaces of learning

in chapter 3.

This is a collection of clues and recommendations

based on our experiences.

They help you when you want to organise an inclusive event.

The guidelines are followed by a checklist in chapter 4.

This checklist is like a short version of the guidelines

for inclusive spaces of learning and

serves you to check

whether you have thought of the most important things

when you organise an inclusive event.

The next chapter deals with 1 detail of learning spaces.

It supports you when you create written material for your learning event.

It gives you recommendations

how to make your written material accessible

for people with learning difficulties.

Chapter 5 is called ‘guidelines for creating accessible written materials

for people with learning difficulties’.

We think that evaluation is an important part of an event.

It helps you to learn and improve.

Thus the next 2 chapters are about to evaluation.

We made an evaluation sheet for Person Centred Planning courses.

We made this sheet during the project period.

We made it in easy to read.

You can find the evaluation sheet in chapter 6.

But there are more ways to make an evaluation.

You can find these in the recommendations we give you in chapter 7.

Chapter 7 is called

‘guidelines for an evaluation of inclusive spaces of learning’.

In chapter 8 you find guidelines for setting up

inclusive teams in work & training.

These guidelines help you to set up an inclusive team.

Of course these are also only recommendations and not complete.

The next 2 chapters are about examples

that have worked well for experienced people.

In chapter 9 you find

good examples of training materials or exercises.

In chapter 10 you find

training material of Person Centred Planning courses.

And finally chapter 11 of the handbook is the dictionary.

Here you find the explanations of the complicated words we had to use.

We know that a handbook with so many pages and chapters

is not easy to read at all.

But we do not want to miss any of the chapters.

We think all of them are important.

The handbook is a collection of many things.

Therefore you don’t have to read it from the beginning to the end.

If you only look at the chapter which is important for you

at the moment,

it hopefully fulfils your needs and makes it easier for you.

What are the questions that guided us in making this handbook?

And what are the answers we found to these questions?

What is an inclusive space of learning?

An inclusive space of learning is a setting where

people with different backgrounds meet to learn something together.

This can be for example a training course, a conference or

a team meeting.

With different backgrounds we mean

for example different educational levels or different individual needs.

Every learning setting is somehow an inclusive space of learning,

because in every group there are people with different needs.

Usually we take this for granted and do not pay particular attention.

This is the way we have usually experienced it

at schools or in adult education.

For some learners the pace and methods are fine,

for others it might be too slow and for others too fast.

The more diverse a group of people is and

the more their needs for learnings differ from each other

the more of a challenge it gets.

Then the chances are high

that not everybody’s expectations can be met and

trainers, organisers and participants can get unsatisfied.

When people refer to inclusive spaces of learning

they usually mean a setting with

very different backgrounds of participants.

In this case trainers or organisers have to make changes in

organisation,

activities and

behaviour.

For example:

A diverse group takes part in a learning setting

which includes people with learning disabilities,

hearing impairments, visual impairments and

people without any disabilities.

Within our project the term ‘inclusive’ originally referred to people with

disabilities and learning difficulties.

But after 3 years of learning, we want to widen the concept and use it as

an explained above:

An inclusive space of learning is a setting where

people with different backgrounds meet to learn something together.

No matter with or without disabilities.

This could be a training, a staff meeting or

a meeting of a project team.

Is there a definite right or wrong

to make a learning setting inclusive?

Writing this handbook we were having some discussions about what

supports an inclusive space of learning.

These are our conclusions:

Every situation is different.

Something can work well for the participants in 1 situation but does

not work in another situation or for other participants.

We want to give you an example of a discussion we had:

We wanted to put the following recommendation in the guidelines:

Personal support should be provided by professional supporters

and not by other participants.

We made this recommendation because

the evaluation of another project had shown that

participants who supported others could not follow the training anymore.

They were unsatisfied with their own learning because they had to

concentrate too much on the support of their colleague.

After putting this recommendation in the guidelines

we had the following discussion.

Some said that it would be good to create conditions for natural support,

because natural support can encourage real inclusion.

Natural support is the opposite of professional support.

Especially when everybody in a group takes turns and everybody gives

and receives support.

So they wanted us to withdraw this recommendation.

Other participants said that professional support is necessary

that every participant can concentrate on their learning.

And if you have to support somebody else you are not able to fully

participate yourself.

So there were 2 contrary opinions.

In the end we decided to put following recommendation:

The role of people supporting participants with disabilities or

learning difficulties must be clear before the training begins.

This makes both types of support possible.

It tries to avoid dissatisfaction of participants with certain roles,

as the role of each participant should be clear before or

at the beginning of an inclusive space of learning.

Should every learning setting be an inclusive space?

The participants of the project also had different opinions here.

Some said no and argued that the participants should always match

the aim of a learning setting.

To make this question easier to understand

we like to share with you this example of a Spanish-course:

People who take Spanish courses obviously have the same aim.

They want to learn Spanish.

Some have never spoken in Spanish before.

Some already feel secure in having easy conversations.

So there are usually different levels of Spanish courses,

for example the beginners level or the advanced level.

Would it make sense to have the same course for everybody?

For us the answer is no,

because participants of both levels would be disappointed.

For some the course would be too fast and

they would hardly understand anything.

For others the course would be boring.

The result would be that nobody learnt as much as they could.

All participants would not really benefit from the course.

Others said yes,

of course every learning setting should be inclusive.

Even in our example of the Spanish course.

We just have to think in a different way:

The common aim of all participants in the Spanish course is

communicating with others in Spanish.

The best way to learn how to communicate with others is

by doing this in a group with people with totally different levels.

So both sides have their arguments.

We understand both of them.

Thinking about inclusion the only right answer is

that there is no definite right or wrong way of doing things.

As a general conclusion we suggest to think about

different groups of participants that are possible in a learning setting

when you are planning it.

The ‘right’ group of participants should help to support

the aim of the learning setting that you wish to organise.

2. Interviews with experts

Making this handbook we often came across different opinions.

We also noticed that thinking about doing things differently

often makes people afraid.

These fears keep them from just trying out something new.

Thus we want to show you 5 different opinions from experts,

so that you can see that:

different things are important for different people.

even people with experience often face challenges and

they do not know the answers before trying things out.

We made interviews with 5 experts from our project.

All of them are experienced in organising and

working in inclusive spaces of learning.

1 of the experts is a trainer with learning difficulties.

We asked each of the 5 experts the same 3 questions.

For every question you will see

what the different experts have answered.

This way you can compare the answers of the experts.

1st we want to give you a short introduction to the experts

we have interviewed:

The 1st expert is Stefan Ager.

He is from Austria.

He works as a trainer for people with and without disabilities and

learning difficulties.

He is also in charge for the safety in his company.

He is a self-advocate with a physical disability and learning difficulties.

Here is the link to the company he works with:

http://www.innovia.at/neu/

The 2nd expert is Ester Ortega.

She is from Spain.

In her work she supports individuals, families and organisations

to enable meaningful lives

for people who are vulnerable, disadvantaged or have disabilities.

She is now a director at Fundación Tuya.

Here is the link to this foundation:

http://fundaciontuya.net/

http://www.innovia.at/neu/

http://fundaciontuya.net/

The 3rd expert is Elisabete Mendes.

She is from Portugal.

She works as a trainer for people with and without disabilities and


She works as a university teacher

at the Polytechnics Institute of Portalegre.

She worked as psychologist at FENACERCI.

Here is the link to the company:

http://www.fenacerci.pt/web/

The 4th expert is Slavenka Martinovic.

She is from Croatia.

She organizes and provides inclusive trainings.

She works together with people with learning difficulties as co-trainers.

She works as the director of the Centre for adult education

named Validus.

Here is the link to this education centre in English:

http://coovalidus.hr/en/

http://www.fenacerci.pt/web/

http://coovalidus.hr/en/

The 5th expert is Dorothee Meyer.

She is from Germany.

She works at the University of Hannover.

She makes inclusive courses for students and

people with learning difficulties

about democracy and political participation.

The word democracy means

government based on participation of the people,

either directly or through elected representatives.

Here is the link to her work:

http://www.gemeinsamlernen.uni-hannover.de/

Here is the 1st question we asked them:

What makes a space of learning inclusive for you?

We asked them to name the 5 most important things for them.

Stefan Ager answered:

The trainers main task is to support a loose, informal atmosphere

between the participants.

This reduces tensions between the different people.

The trainers should understand the feelings of the participants.

The trainers should know many different training methods,

so he or she can include every participant.

The trainers should have the right attitude and values,

for example appreciation and respect for people with their differences.

http://www.gemeinsamlernen.uni-hannover.de/

The trainers should be well prepared and

the participants shall know before the training or event

what they have to expect.

Ester Ortega answered:

Clear vision of the work as a trainer

Different people and methods

Trainer includes and motivates all participants and

gives them an active and creative role

Trainers focus on and work with positive aspects and skills

Good feeling and confidence

Elisabete Mendes answered:

Inclusive attitude:

The trainers have in mind that there are different people in the group

Respect difference:

Different learning styles and different work pace.

Support participation:

Everyone should have the opportunity to participate.

Clear and eays language:

Use different information and explain things with words, pictures

and other material.

Provide accessibility:

Adapt contents, materials and learning situations.

Slavenka Martinovic answered:

Feeling that we are doing a ‘good job’.

Accessible space and equipment,

for example tables and chairs, light and so on.

Comfortable and safe space.

Enough coffee brakes.

To ensure enough time for everybody.

Dorothee Meyer answered:

An inclusive learning space must be accessible and

provides enough space for everyone:

This means for example that there are no stairs,

an elevator, a ramp or many helping hands.

Tables and chairs can be cleared up or put aside.

All group members should be open minded for inclusive learning.

The following points apply to all learning groups:

o In an inclusive group learners and teachers take care of each other

and are responsible for each other.

They let the others know about their questions or needs.

o If they think that anyone needs help, they ask whether that is true.

o They say what they like or dislike and

make suggestions of how learning can be improved

Here is the 2nd question we asked them:

What is the biggest challenge for you

in inclusive spaces of learning?

We asked them to name the biggest challenge for them.

May this challenge be organisational or personal or whatever.

We also asked them to explain a little why it is such a challenge for them.


It is a challenge for me that people with learning difficulties have

different levels of knowledge.

For me as a trainer that makes it sometimes difficult to communicate

the content in a way that everyone understands everything.

Having a mixed group with participants with and

without learning difficulties makes this usually even more challenging.


Not everyone in the group must learn the same and

participate in the same way.

That is not a goal.

The most challenging thing is that the goal for the group

can be reached with all the different contributions of

every group member.


Organisational matters are not a problem.

The main challenge is to address the needs of all participants.

But, I think that the biggest challenge is:

to support active participation and respect among the group.

to consider the abilities, skills and knowledge

that the different participants have,

in particular when we have persons with learning difficulties in the

group.


To get organisers and policy makers like ministries or local governments

to make easy to read material.

Often they do not even see the use of it

because they are so unfamiliar with it.

It is sometimes hard to convince them of the sense of it.


The beginning of a course is really important.

It needs a good plan and enough time.

A good beginning is very important for inclusive learning.

To convince staff members and not disabled learners of the fact

that people with learning difficulties are interested in learning and

that they can be good learners.

Some people think that people with learning disabilities

do not need any further education or new ideas when they are adults.

It is a challenge to deal with people

who are able and motivated to learn in groups

but who are not used to it because of their bad experiences.

In this case you have to find a balance between their personal needs and

the group needs.

Trainers can manage this when they speak openly with the group and

the individuals and name the difficulties.

Here is the 3rd question we asked them:

Have you ever been in a situation where you thought:

‘here it would be better to work or learn separately’,

meaning that the group shall be divided into groups,

for example with or without disabilities,

young people or elderly people,

people with or without migration background?

We asked them to describe the situation and

explain why they thought so.


This thought comes to my mind sometimes in a training,

when I do not know how to go on.

I know that separating the groups would make it easier sometimes.

But that does not correspond to my idea of inclusion and

would therefore be wrong.


This does only make sense to me in very particular situations and

for a certain time.

We should always keep in mind our goal.

Our goal is to find new ways of inclusion.

If we want to do this, this does only make sense if we do it together,

not separated.


I think that there is no need for that,

if we manage to support a real inclusive learning situation

and that different backgrounds can be an added value

for all the participants;

Maybe, only in a situation of a specific request of the group.


No, but I’ve heard and read about it.

Unfortunately, in my country there is strong resistance

to include Roma children in national ‘main stream schools’.

Non-Roma parents are fighting that idea and

try to find ‘good’ reasons for that.


I think it depends on the learning topic.

There are situations when you need small divided groups

to talk about specific questions.

This should be ok and usual.

Important for me is that the separation of the group is done

on a voluntary base and each member can chose

his or her group self-determined.

3. Guidelines

for inclusive spaces of learning

A guideline is a suggestion that tells you how to do something

or how you should behave.

A guideline is not a rule.

These guidelines give you clues

for organising inclusive spaces of learning.

Inclusive means that spaces of learning are particularly welcoming

to all kinds of people.

For example:

People with different needs.

People with or without disabilities or learning difficulties

Elderly or young people

People with migrant background or refugees

People with different education levels

And many more

Every setting where people come together to work on a shared topic or

idea can be an inclusive space of learning for everyone.

When we talk about inclusive spaces of learning we believe

that it is necessary to think about a broad range of settings.

Apart from trainings we think for example about:

team situations and meetings;

a group of people who wants to set up a project;

a team who wants to organise an event. This can be a conference

or something like a local village festival.

These guidelines are divided into 3 parts:

1. Before the training

What you should consider before the actual training.

2. During the training

What you should be aware of during the training.

3. After the training

What you should do after the training

3.1. Before the training

When you plan an inclusive training you should consider the following:

3.1.1. Target groups

Design and plan the inclusive training together with

representatives of the target groups.

This way you can make sure that your target groups are really interested

in the content of the training.

The target groups know best what they want and

what their individual needs and expectations are.

The target groups mean the people that you want to participate in the

training.

3.1.2. Venue

Choose a venue fulfilling the following requirements:

Accessibility:

You must consider different types of disability and

their needs for accessibility.

You must also consider that the venue hast to stay accessible

with bad weather conditions.

You find a checklist for an accessible space of learning in chapter 4.

Access to public transport

Parking places for people with disabilities close to the entrance

3.1.3. Arrival instructions

Give clear arrival instructions.

The instructions must be accessible for all participants.

For example:

Written documents must be accessible by screen reader software.

Screen reader software reads out loud written documents or

a website to blind people and people with visual impairments.

Some standard formats are not very accessible.

Provide different possibilities of contact:

o By e-mail

o By post

o By telephone

Prepare the venue as follows

Fix signs which support the participants to find their way around.

For example: Use different signs for the different rooms.

Always work with symbols and colours on the signs.

You can start with the signs at the bus station

with the logo of the training and arrows which show the way.

3.1.4. Accommodation

Look for accessible accommodation close to the venue and

inform the participants.

Many European cities offer links to accessible accommodations

on their website.

3.1.5. Application and announcements

Application and announcements

should be accessible for people with different needs:

o The announcements of the event should be spread

via different media.

For example: by e-mail, by internet, by post, by radio, by TV, face-

to-face and so on.

o Give the following information about the event

plenty of time ahead:

- Venue

- Date

- Time and schedule of training and breaks

- Any costs such as meals at and around the venue or

if meals are provided or not.

So that people can organise themselves.

o Collect personal data about individual needs

of the participants and

whether they come with an assistant or not.

You can ask these things on the application form.

Texts must be written in easy to read and

must be accessible for persons with visual impairments.

You find more information about

how to create easy to read material

in the guidelines for creating accessible materials in this handbook in

chapter 5.

To apply for participation should be possible in different ways:

o Verbal: by telephone or face-to-face

o Written: by post, e-mail or internet

Provide a meeting for interested people,

where they can get all required information about the training.

The date of the meeting should provide enough time

for interested people to think about whether they participate or not.

For example:

o Interested people can get all the information they want

about the training.

For example: how often the training takes place,

when it begins, when it ends,

how much work they will have to outside of the courses.

o Explain what the training is about and

what might happen during the training.

For example, that participants have a look on their own lives and

personalities;

o Talk about what participants can do with the knowledge and

experience from the training.

Talk about where in their life participants can use

what they will learn.

o Inform the participants that it will be an inclusive training and

what this means.

For example, that there will be participants with learning difficulties

and different teaching and

training methods will be used.

Different methods are important

to meet different needs of participants.

o Interested people should be able to ask questions.

Plan enough time for this.

Clue: Choose the same venue for this meeting as for the training.

This will enable participants to become familiar with the venue.

3.1.6. Support of participants

The role of people supporting participants with disabilities or

learning difficulties must be clear before the training begins.

Participants, who need support,

should get this support during the whole training.

Therefore you must clarify for example different possibilities of support

and costs of the support

Consider how to promote natural support.

Natural support means that the participants help each other.

For example during group works you can create situations

where the participants help and

learn from each other.

In an inclusive space of learning every participant should be able

to give and receive support.

Trainers and organisers of the training should talk about power and

power relations in the group.

For example:

Participants are all here because they want to learn something

together.

They are here in the same role as participants.

They are not in their roles for example as care givers and beneficiary

or employer and employee.

Trainers should talk about the role of every participant.

Provide preparation time for people with learning difficulties.

Give them documents of the training in advance and

personal support before the training if this is possible.

Collect personal data about individual needs of participants and

about the environment of the event.

Trainers and organisers of the event need this information because:

o Individual needs like specific support must be known

to be able to meet the needs

o The type of disability shall be clear

to be able to plan and adapt the training methods.

For example, to make texts readable by screen reader software or

to arrange necessary adaptations before the training

o Personal characteristics of the participants are helpful

to plan the training and the exercises of the training

For example: if many participants like animals you can use

examples from animal wildlife

o if many participants have the same disability

you can find a peer-trainer with same disability and

experience as the participants and

design the training more practically

3.1.7. Trainers

Trainers, organisers and translators who work together

should have some preparation time to get to know each other.

If you want to know more about inclusive training teams

you can look at chapter 8, guidelines for setting up inclusive teams in

work & training.

Organisers should find trainers who really know about

the topic of the training.

They should have the ability to share their knowledge in different ways

and with different methods,

so that they meet the different needs of participants.

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3.1.8. Schedule

Training units must be short and there must be enough breaks.

People with learning difficulties or other mother tongues may find it

difficult

to follow the training.

They need and profit from short units and less units per day.

3.2. During the training

During an inclusive training you should be aware of the following:

3.2.1. Trainer couples

Work with trainer-couples.

1 person must be a self-advocate and an expert for his own disability.

The disability of the trainer should match the training topic.

Make sure the 2 trainers know how to work together well

Make sure the 2 trainers are acting as 2 equal trainers and

not as trainer and client or trainer and trainee.

Make sure the trainers with disabilities know enough to act as trainers.

They should attend and complete a ‘train the trainer’ course.

3.2.2. Training rules

Agree on common course rules together.

They should meet every participant needs

in order to have a good learning environment.

Make sure that every participant understands and

accepts these rules.

Keep in mind:

The majority rules!

This means that if most participants want to work and talk fast,

it is likely that the whole group works fast.

This should not happen because

this may be too fast for some persons of the group!

Try to be aware of this and reflect on the different learning styles and

demands of all the participants.

Make common decisions on the rules for working in the group.

3.2.3. Clear and understandable language

Always use clear and understandable language

You can also use technical terms,

as long as you explain them.

This allows the participants to learn new words

Encourage the participants to use clear and

understandable language.

Do this for example by repeating

difficult to understand comments in easier language.

Be careful that you treat every participant equal and

with respect.

Don’t talk to people with disabilities as if you talk to children,

they are adults and you should treat them like this.

Try find to find out, how fast you can talk to every participant,

so that she or he understands.

Give them time to think about what you have said and to

answer.

3.2.4. Additional time

Always give additional time:

To assistants to translate and communicate

with the participants they support

Be aware that they are the actual participants of the training.

To people who need more time to understand

To prepare additional exercises

for people who are quicker in understanding,

so they can use this time for practice.

3.2.5. Common characteristics

Concentrate on what the participants have in common,

not on the differences between them.

Doing so you can improve the cooperation of the participants and

create an inclusive working atmosphere.

3.2.6. Roles in the group

Try to give each participant a special role within the group.

Ask the participants if they really want to have a certain role.

Roles can also change.

For example, if someone is a good speller then she or he can

control the spelling.

Or if someone if funny, she or he can tell jokes from time to time

to brighten up the participants.

Or someone with a mobile phone or a watch can be the time keeper.

3.2.7. Overview

Place the time table and schedule

where the participants can see it throughout the training.

The schedule should also show when the breaks are planned.

Tick off the items on the schedule when they are completed.

So the participants know where they are and what is still to come.

3.2.8. Methods and instructions

Work with the 2-senses-principle.

This means that you should always address at least 2 senses

with your training methods.

Senses are sight, hearing, taste, smell and touch.

For example:

When you write something down on the flip chart

you have to read it out loud as well.

This addresses the 2 senses sight and hearing.

Be aware which senses the participants are able to use.

Work with different methods,

so you address different personalities and learning styles.

Try to remember the individual needs of each person.

For example, some people might have a hard time

working in groups and

need to work on their own from time to time.

Other people might have difficulties to talk in front of many people and

need small groups to work well.

You should use methods you have experience with and

you also like

Do not copy somebody else’s methods.

Use different types of media,

for example movies, pictures and audio recordings.

When you change the training method

be careful that each participant understands the sense of the method.

For example that you make a change of location

because of group work.

People who have difficulties with changes

should be affected by these as less as possible.

Adapt the learning material to the different needs and

abilities of the participants.

For example:

Provide easy to read texts and

pictures for people with learning difficulties.

Don’t use pictures for people with visual disabilities.

Give clear advices for people with autism.

If possible create an atmosphere of trust.

You may try to create this atmosphere by telling stories or

identifying strengths of the participants.

Also try to be humorous and take things easy.

Try to get participants to take part with an open mind,

open heart and open will

as it is described in theory U.

Do this for example using the recommended methods.

Relate the topic of the training to everyday life

of the participants:

o Relate the topics to the different personalities of the participants.

Try to be as personal as possible.

o Explain what for and how a method can be used

o Give practical examples

o When you explain things,

it is helpful to summarise and repeat key points

both visually and in easy to read,

for example to support participants with learning difficulties.

This can be done by an organiser, by an assistant or

by a participant.

It must be clear from the beginning of a training who does this.

The ‘less is more’ training method:

This means participants should really get to know and understand

some methods and important messages.

Instead of having heard about many things but not understanding and

knowing even 1 of them.

Therefore it is better to give less information and

provide more time to discuss,

so that the participants can actually participate in the training. Less

information and tasks given by you also mean

more freedom for you to react on spontaneous and

individual needs of the participants.

Give the participants the opportunity to talk about things

they have learnt,

also in small groups or pairs.

This is also called reflection.

Find new ways that participants can share

their comments and opinions with other groups.

For example that every group makes a flip-chart poster

with the opinions of the group members.

So everyone can see the opinions of the others but

nobody must speak out loud in front of all participants.

Give the participants the opportunity to share their opinions and

experiences.

Respect and value their comments.

Use the knowledge of the group.

The group knows more than each participant.

Together they may produce unexpected learnings and results.

Ask the participants and check if they understand

the content of the training.

Don’t just ask: ‚Is everything clear?‘

A lot of people do not dare saying

that they have problems with understanding.

This method can be used at the beginning of the training

to get an idea what the participants already know

about the topics of the training:

Prepare cards with questions about the topic of the training.

Each participant chooses a card and thinks about the answers,

alone or with the support of the group.

This method is called ‘pack of questions’

The following methods can be used for repeating, refreshing and

visualizing a topic in a group or alone.

Using these methods you can also see

what the participants have learnt so far:

o mind map:

You write 1 topic in the middle of a flip chart and

make a circle around it.

Then you collect subtopics that come up to participants’ minds

regarding the topic.

You can go on like this and

make a circle around the collected subtopics and

collect more issues relating to the subtopics.

This method helps to collect and structure ideas and topics.

It shows the relationship between topics and subjects.

It also serves to focus on 1 topic when there are many ideas

around.

o brainstorming:

The trainer writes down all ideas of participants

regarding 1 topic or

participants write them down themselves.

After collecting all ideas you can start to structure them.

You can do this with a flip chart or

on slips of paper that you pin on a wall later on.

This method helps to collect ideas and suggestions

of the participants without any further comment necessary

o wall-newspaper:

You need a poster in the room where the training takes place.

The poster must be there all the time so that

participants are able to write down or paint

their ideas or feedback on the poster.

This can happen during the training or breaks.

The trainer can talk with the participants

about the content of the poster at the end of the training.

This method helps to collect ideas and feedback.

o Quiz:

The trainer asks questions regarding the topic of the training.

You can split up in 2 or more groups.

The groups compete with each other.

The winner is group with the most correct answers.

The winner gets a prize.

This method only makes sense

if the participants and the trainer like to compete.

The method can be used to repeat a topic or

to find out what participants already know about a topic.

o Isle-exercise:

All participants write down their experiences

on 3 parts of 1 paper.

Each participant does this on his or her own.

The 1st part of the paper is called ‘Isle’

The participants write down what they have learnt and

the topics which they will use in the future.

The 2nd part of the paper is called ‘Bay’

The participants write down what they want to learn in the future.

The 3rd part of the paper is called ‘Ocean’

The participants write down all their feelings and

other impressions they had during the training.

This is another method to check

what participants have learnt from the training.

More methods:

o go for a knowledge walk:

Tell the participants to think about the following questions

when they go for a walk:

- Which part of the training can I use for my daily work?

- What do I need to use the knowledge of the training

in my everyday life?

- Do I need help to use the things that I have learnt?

Finally during walking the participants exchange

their thoughts in pairs:

Each person has the opportunity to talk about her or his

experiences and thoughts.

The role of the other person is to listen carefully.

Then the roles are changed.

The other person talks and the 2nd person listens.

Before changing roles it is helpful to tell participants

to have a moment of silence.

This helps them to think more deeply about

what they have heard.

o Story telling

This is another method you can use.

Stories can be shared by both the trainer and the participants.

Often it is helpful if the trainer starts by telling 1 story.

The stories should be related to the topic of the training

and about things that have really happened.

Good stories always show that

the person who tells the story has learnt something important.

This makes it easy for participants to connect to the topic and

to focus on the things that really matter.

Use surprise moments.

Surprises often open up people’s minds.

You can arrange an action or experience that makes people come

together on another level than discussion.

For example in the Person Centred Planning course in Spain

the trainer brought a rabbit and let it free in a certain moment.

After this surprise most participants were in a good mood

to share some personal experience with the group.

Make sure that people who learn and work quicker

than other participants get enough opportunities to be challenged.

o Work in groups and let them explain things.

o Give them additional questions and tasks.

o Give them the opportunity to learn something else.

For example social competences and patience.

Keep in mind:

Learning is always a process.

Learning means to give the participants the opportunity

to make experiences and to change.

Sometimes also to change their views and opinions.

Learning is not about receiving a certain amount of input.

Try to make this also clear to the participants.

Explain work or preparation for the next training,

that should be done outside the course,

during the training.

Provide enough time so that questions may be clarified.

Make photo minutes.

Give participants enough time to give feedback and

to fill in an evaluation sheet.

Provide time for this in the schedule.

3.2.9. Interpreters and assistive tools

Provide sign language interpreters,

hearing loops or other hearing tools if necessary.

Hand out cards that participants can use to get your attention.

For example:

Use traffic-light-cards right from the beginning

to ensure that the speed and type of teaching

can be influenced by the participants at any time.

Green may stand for ‘I understand’, ‘ok’ or ‘yes’.

Orange may stand for ‘slow down’ or ‘repeat’.

Red may stand for ‘no’, ‘stop’ or ‘I have a question now’.

You can use a talking stick when you are working in big groups.

The person who has the stick may talk.

The stick is handed from 1 person to the other.

3.2.10. Handouts

Make accessible handouts:

o Sort the pages and file them in folders.

o Make clear and readable copies.

o Make enough copies so every participant can keep his copy

for further use.

o Provide handouts for people with visual impairment and

blind people in an accessible digital form.

3.3. After the training

After an inclusive training or in between 2 parts of a training

you should consider:

Make the photo minutes accessible for each participant.

Send them by e-mail or if necessary by post,

typewrite the minutes down for people with visual impairments.

Use the feedback and the evaluation sheets

to make changes and to improve the training.

Support the participants in between 2 parts of the training.

For example:

Provide everybody with the contacts of the other participants

so that they can compare their notes or

work and learn together.

Provide support time for them.

Give the participants a location where they can meet and

work together.

Make sure each participant gets a certificate.

These are very important for the participants and their employers.

If some participants have only made certain parts of the training

it is written down on the certificate.

4. Checklist for an accessible space of

learning

Here you find the most important things to consider

when you want to make an accessible training or event.

Have you thought about everything?

Print this checklist and tick the boxes to check your accessibility.

4.1. Venue

4.1.1. General

Organisers inform trainers about special needs of participants and

measures in case of emergency

Offer support if required

Flag and secure danger spots

Provide stable handrail at stairs,

at least on 1 side.

Prepare the rooms and the furniture in a clear structure,

so that people find their way.

Provide a colour guiding system on floor and walls if possible.

They guiding system must be easy to understand and

with many pictures.

4.1.2. For people with learning difficulties

Give all information in clear and understandable language

together with many pictures.

For example: the menu, the map of the surrounding area

4.1.3. For people with limited mobility

and wheelchair users

Provide parking space for people with disabilities

close to the entrance

Provide flooring on which people don’t slip easily

Provide disabled toilets.

If possible with Euro key

Don’t block the ways, for example with flip charts, pin boards or

decoration

Provide chairs with stable arm-rests

All rooms shall be reachable with wheelchairs.

Make sure every room is accessible with ramps, lifts, or stair lift

Wheelchair users must be able to use the tables.

This means that they can get under the table with their wheelchair so

that they can use the tabletop.

Do not use tall bar tables and chairs.

Tables must be easily moveable or

there must be enough room in between

4.1.4. For people with hearing impairment

Choose rooms with hearing loops or rent hearing tools

Use visual media: good labelling, visual alarm signal,

visual emergency call in lift

‘Check the lights and acoustics of the rooms,

so that people can see and hear everything clearly.

Arrange tables so that participants can see each other and

the trainers

4.1.5. For people with visual impairment

and blind people

Provide all information in an accessible digital form.

For example the menu, the map of the surrounding area and so on

Make sure that nobody is dazzled by the lights,

especially at entrance, on the staircase and in the training rooms.

Use enough and good illumination

Make sure there are blinds on the windows

to keep out the sun light if necessary

Avoid reflecting floors or surfaces

Indicate stairs, glass panes and likewise

Make signs as big as possible and rich in contrast

Make sure the lift has acoustic announcement and tactile handling

Allow guide dogs and prepare water for the dog

Provide tables and power supply for assistive devices and technology.

Provide assistive devices and technology if possible and required,

for example a blackboard camera system.

This camera can focus on a blackboard,

a presentation or a person and

enlarge certain images on a display.

4.2. Communication with people with disabilities

4.2.1. General

Talk directly to the participant and

not to the supporting person

Behave respectfully, address people formally and

use adult language

Respond to all questions with patience

Communicate on the same height,

for example sit down on a chair to talk to wheelchair users.

Do not get on your knees or bend over.

Talk clearly and slowly

4.2.2. For people with hearing impairment

Keep eye contact,

they might be reading your lips

Speak clearly and slow to produce a clear lip movement

Support lip-reading,

for example keep your mouth visible and not behind a hand, a

cigarette or a coffee-cup

Use short, clear sentences

Don’t shout

Tap on the shoulder or knock on the table to call attention

Write things down if necessary

Check whether the content has been understood

Work with a sign language interpreter if necessary


or blind people

Announce important information using a gong or a microphone

Trainers and staff know techniques of a sighted guide,

for example you don’t grab the hand of someone to help him,

you offer your arm to hold on to.

4.3. Training

4.3.1. General

Pay attention to an adequate working speed

Ask if everything has been understood (acoustically and with regards

to content)

Avoid pointing at concrete things and overhanging gesticulation

Mind using the 2 senses principle,

which means:

communicate visual information also verbally for example


Use clear and understandable language,

avoid foreign words or explain them

All flip-charts and prompt cards in block letters and easy to read

For better communication: prepare traffic-light-cards for all

participants

4.3.3. For people with limited mobility

and wheelchair users

No units with a long time of standing or walking

In case of activities keep in mind sufficient chairs or room for wheel-

chairs

Give enough time for breaks,

for example somebody needs more time for using the restroom

4.4. Training-material

4.4.1. General

Keep in mind special needs (e.g. Computer-training: handling with

shortcuts or alternative input units: trackball, touch screen or digitiser

tablet)


Clear and understandable language


or blind people

Use big letters which are rich in contrast

Send printed material also by mail.

If you use word documents or pdfs make sure they are accessible

for screen reader software

5. Guidelines for creating accessible

written materials for people with

learning difficulties

Accessible written materials are important not only for people with


They are useful for everybody.

These materials make it easier to understand and to learn things.

If some persons want to have more information and

are willing to read more complicated texts,

you can always provide them with additional material or

tell them where more material about a topic can be found.

Participants can work with this additional material at home.

Some years ago another EU project, Pathways I,

has developed a good folder called ‘Information for all’.

It shows European standards for making information in easy to read and

thus understandable for people with intellectual disabilities.

This folder is written in easy to read.

Here is the link to the folder.

In German speaking countries people often work

with the capito standards for clear and understandable language,

called ‘Leicht Lesen’.

The following recommendations are based on these

capito standards.

http://inclusion-europe.eu/wp-content/uploads/2015/03/2113-Information-for-all-16.pdf

If you follow these recommendations your written texts will be

more accessible for people with learning difficulties:

Type size: at least 14 point

Typeface: Arial

No italics

No block capitals

Left-aligned

Clear content

Use headings and paragraphs to give a structure

Avoid technical language and foreign words

No abbreviations

No cross references or foot notes

Do not use difficult words.

If you have to use them you must explain them clearly.

Keep your sentences short.

Start a new sentence in a new line.

We want to give you this clue:

Work together with an organisation with expertise and experience

in easy to read.

They really know what to do.

They should also work together with self-advocates

who proofread your material.

So you can make sure that your material is really in easy to read.

You can also attend courses to learn how to create materials

in easy to read.

So you can become an expert yourself.

If you want to know about courses or supportive organisations

in your country you can contact Inclusion Europe:

www.inclusion-europe.org

[email protected]

Inclusion Europe is a non-profit organisation.

They advocate for the rights of people with intellectual disabilities and

their families.

Their members are national organisations in 39 countries.

They can advise you which organisation you can contact in your country.

Or you can look yourself on their website.

If you use the following link you can choose your country:

http://inclusion-europe.eu/?page_id=132

When you choose your country,

you will find organisations that work together with Inclusion Europe.

There you can ask your questions concerning easy to read

in your country.

There is a European network of people

who work in the sector of easy to read.

They also have a homepage.

This homepage is not easy to read.

This is the link to the homepage:

http://wordpress.easytoread-network.org/

Another model of making education accessible for all

is called ‘Universal Design’.

Details about it can be found on the internet.

We recommend this link to a video on youtube:

https://www.youtube.com/watch?v=Z94KPmPufT8

It explains Universal Design in a very good and easy way.

http://www.inclusion-europe.org/

mailto:[email protected]

http://inclusion-europe.eu/?page_id=132

http://wordpress.easytoread-network.org/

https://www.youtube.com/watch?v=Z94KPmPufT8

6. Evaluation Sheet

This is an example of an evaluation sheet for an inclusive training.

It is the final version of the evaluation sheet we used for our project.

It has been revised by self-advocates of EPSA.

It is written in easy to read.

We used it after each module of a course on Person Centred Planning.

The evaluation after each module made it possible to react on the wishes

and needs of the participants and to adapt the next module.

On the following 5 pages you find the evaluation sheet.

Feedback

Date of the training:___________________________________

Name of the training:__________________________________

Please mark your answer with a cross:

1. How much have you learnt in this training?

a lot quite a lot not enough nothing

Here is space to explain your answer if you want:

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

2. Have your needs been met?

For example: easy to read materials, accessibility, time, breaks, support

very much much not enough not at all


__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

3. Was the training hard for you?

not at all sometimes most of the time always


__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

4. Were you able to share your experiences?

a lot quite a lot not enough not at all


__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

5. How happy were you with the trainer or trainers?

very happy quite happy not really happy not happy at all


__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

6. How much did you like the way the training was

done?

very much ok not really not at all

What did you like in the training? Please explain:

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

What did you not like in the training? Please explain:

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

7. How did you feel with the group?

Examples: Did you find quickly someone to sit next to.

Did you talk to people during the breaks?

Did you feel included?



__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

8. How happy are you with the organisation

of the training?



__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

9. Did the trainer or trainers use your experiences

and your feedback during the training?

a lot quite a lot not enough not at all


__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

10. Is there anything else you would like to say?

Do you have ideas?

Here is space for it:

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

Thank you very much for your time and effort!

7. Guidelines for an evaluation of

inclusive spaces of learning

You only become an expert in creating inclusive spaces of learning

by gathering experience.

You have to focus on what was working and

what was not working out and what you can do better next time.

Who would know better what was good or what could be better

than the participants of your inclusive space of learning?

This is what evaluation and feedback is all about.

Thus evaluation is very important.

There are many different ways how you can do an evaluation.

There are different types of evaluation.

The type of evaluation you should choose depends on many things.

Most importantly they should fit your target groups.

You have to ask yourself or even better the target groups:

What kind of evaluation makes sense?

These types of evaluation are very common:

Written:

With an evaluation sheet.

See the example developed in our project in easy to read in chapter 6.

o Advantages:

- You can look at the results later because you can archive them.

- They can be anonymous.

People tend to be more open if they need not to give their name.

o Disadvantages:

- For some people it might be too difficult,

it might take a lot of time or

it might be boring.

Oral:

By asking the participants questions

you want to know the answer to.

o Advantages:

- For some people talking might be easier than writing.

- You get the feedback right away.

- You can ask questions if you do not understand the feedback.

o Disadvantages:

- Some people might be too shy to tell their opinion,

especially critical statements.

- It might be always the same people talking.

Interactive:

With symbols of smileys.

You ask some questions and participants can put a happy or a sad or

a neutral smiley to the question.

Or you can use red, green and yellow dots.

You ask the questions, pin them on a flipchart and

people can stick their opinion with points to the questions.

o Advantages:

- This may be the easiest way for people who are not able

to articulate why they feel in a certain way.

- People do not think too long,

their decision depends more on their feelings.

o Disadvantage:

You do not know why the participants answered this way.

We made the best experiences

when we used a combination of the different types of evaluation.

We always included an interactive type of evaluation,

but also tried to find out why the participants answered this way.

Therefore we needed the explanations of the participants

either in spoken or in written form.

Which type of evaluation you select is up to you.

Sometimes 1 powerful and easy question

might be enough.

For example the question:

‘What should we do differently next time?

What else is important?

It is very important that you take the results of the evaluation seriously.

You must be prepared to react to the results and

the critical points that come up.

Even if you cannot or do not want to change certain things

for a good reason.

Talk about it and let the participants know why.

Participants will take evaluations seriously

when they see that it really serves to get their opinion and

to develop things further.

Please read the guidelines for inclusive spaces of learning

when planning an evaluation.

If you plan a written evaluation

you may use the guidelines for creating accessible materials

for your support.

8. Guidelines for setting up inclusive

teams in work & training

Inclusive teams can be a very powerful way of creating

inclusive spaces of learning.

When we talk about inclusive teams

we mean that people with disabilities or learning difficulties and

people without disabilities work together professionally in 1 team.

When we talk about teams, these teams can be for example:

a team of colleagues, working in the same organisation

a project team

Here we mean a group of people who works together

for a certain period of time

to organise and carry out something together.

a team of volunteers organising a conference or a festival

a team of trainers

What the team members should have in common is

that they work for the same purpose.

Their common aim should be to reach good results together.

The guidelines for setting up inclusive teams in work & training

are not complete.

Some of the guidelines might not apply for every situation

in every team.

The guidelines are based on the experiences we have made.

1 important area of experience is the company of innovia.

innovia was responsible for writing this handbook.

innovia is an inclusive company and works with inclusive teams.

innovia has about 25 employees.

About 7 employees have a disability or learning difficulties.

innovia often works with inclusive trainer teams to organise and

deliver training courses with and for people with disabilities and

learning disabilities.

innovia also works with inclusive teams doing its daily business

which is not always about performing trainings.

Thus we make experiences day by day.

Here we want to share our experiences and what we have learnt so far

with you.

But keep in mind: we are also still learning how to improve.

We are also far away from being perfect.

So do not hesitate but give it a try!

Please remember that our recommendations focus on people

who are working together as colleagues in a company.

In the end we give some more advice for people

who are only able to work on a temporary level with each other or

who want to do this.

In our project we have made experiences due to situations

that were working out and

due to situations that were not working out.

These experiences have shown us how we can make things better.

We want to share both kinds of experiences with you.

We want to start with situations that were not working out.

Sometimes it is hard to find out what you want to do or

what you can do.

Then it helps to think about the things that you do not want to do

or should not do.

That is why we start with the things that we do not recommend:

Do not employ or work with somebody

just because of his or her disability.

If you do so, this person is being reduced to his or her disability and

you do not see the person with all of his or her competences.

If a person you want to work with

does not have the competences you need,

and if they cannot be achieved within a reasonable time

do not employ that person just because of social responsibility.

All people want to be seen with their abilities and strengths.

If your company does not seem to be the place

where the abilities of a certain person are needed at the moment and

if the employee cannot work in a meaningful way

no one will be satisfied in the end.

Do not focus on a disability or a disease.

Just because a person has a certain disability or disease

it does not tell you anything about his or her abilities or strengths.

Do not expect that working together will be easy from the start.

Every team needs its time to get to know each other.

Do not expect too much from yourself or from other team members.

Do not focus on the differences.

Here is what we do recommend:

Employ people with the needed qualifications or

make sure he or she will be able to learn what is needed

in a reasonable time.

Work with the abilities and strengths of people

instead of thinking about their disabilities or diseases.

Ask the person what he or she needs, wants and

what he or she is able to do.

Everybody is different,

no matter what disability or disease he or she has.

Do not expect too much from your employees or

the people you plan to work with.

Every person has his or her knowledge and competences.

And each person can learn what he or she is able to learn.

Not less but also not more than that.

So if you keep on demanding impossible things from somebody

you and the other person will be continuously disappointed.

This does not mean that you should give people only tasks

that they can do easily.

People want and need to be challenged.

They like to be challenged in a way they can grow and learn.

This may sound quite difficult but it is important

to be continuously aware of the personal limits of

commitment of a person.

Work with clear job descriptions.

Make a detailed profile and a description of the tasks of a job.

Then your employee will be able

to see what he or she can fulfil and what not.

This is a good start to work with.

Do job analysis regularly.

Job analysis can show where problems are and

what you can improve.

Some important things you have to do in a job analysis are:

o Ask the involved persons about their situation

o Look at all the tasks that have to be done

o Look at the issues where the job is connected to other jobs or

persons

o Compare the needs of the

position to the persons qualifications and interests

Give the members of a team a role as an expert

in their field of qualifications.

Try to give all of the team members who are willing

some other important role in the team.

For example: safety officer or health officer.

Consider working with ‘buddies’.

A buddy is somebody from the team

who supports a new colleague

so that he or she can ask easily questions and

find his or her role.

The buddy should not be the boss of the supported person.

Try to promote learning on peer level.

Team members shall learn from each another.

They should see each other as models and

and grow and learn from their common experiences.

Focus on things team members have in common and

not on the differences.

This can make work easier and more joyful.

Focus on the strengths of each team member.

Try to emphasise and support these strengths.

Each team should have a clear purpose and

concrete tasks and targets.

Be adventurous.

Try out new things.

A lot of things we could not imagine at 1st

have become the best solutions for everyone.

Learn from every situation.

Mistakes always happen.

They are the best source for learning.

The recommendations we have just given from our experience

apply mostly to people who work together

as colleagues in inclusive teams.

From our experience this is not always the case.

Even in companies that work on the topic of inclusion

people with disabilities are rarely employed.

When we think of adult training, trainers are very often free lancers,

which means that they only work for a specific training and time.

Sometimes they do this job next to a regular working contract.

If people work in trainer teams it is usually temporary.

Here are some recommendations

that are useful for people

who work together as inclusive teams in training sessions:

Both the trainer with and without disabilities should be experienced.

Do not work with someone just because he or she has a disability.

Preparation in training teams needs time.

Especially when you start to work with someone

you have not worked with before.

Once people have done more trainings together

the time for preparation becomes less.

Before you start to work together for the 1st time,

take some time to get to know each other.

Talk about the things that are important to you and

that you know well.

Good training teams always share important values and

have things in common.

But in good training teams every person also brings in

something personal.

Things do not work out perfect from the start.

In the beginning it is very important to have a clear plan

about who teaches what, why and when.

If there is or has to be a hierarchy in roles

this has to be made clear from the start.

Hierarchy in roles means that 1 person is trainer and

the other person is co-trainer.

This has to be communicated also to the participants of the training.

Be clear with each other about the meaning and

tasks of each role.

From our experience it is a very strong sign

when people with learning difficulties are in the role of a trainer.

Of course this needs a lot of prior experience.

During the training the trainers have to work as a team

in every moment of the training.

If they work against each other or

if there is a conflict the participants can feel this.

This conflict should be solved as soon as possible in private and

without the participants.

The most important way for a trainer

to learn and grow is self-reflection.

After a training session has ended

share your experiences about what was working out and

what you could be done better next time.

Also give each other a constructive feedback.

Constructive means that something is about improvement and growth.

Always start with what you have appreciated about working together,

but also share what was hard for you.

9. Examples of good practice

As you know, this handbook has been developed by

the ‘New Paths to InclUsion’ project.

The guiding question of the project has been:

‘How can we change services for people with disabilities

so that they respond to the needs and wishes of a person and

support him or her to live an inclusive life

as a contributing citizen in his or her community?’

In other words:

How is it possible to change services for people with disabilities.

Services are for example the support they get from an organisation or

the accommodation they are living in.

Service should be like the supported persons want them to be and

respect their needs and wishes.

Every person should be able to take part in everyday life and

to be a part of their neighbourhood or village.

The project was based on the principles of Person Centred Planning and

used theory U by Otto Scharmer as a way to guide our work.

1 thing we have done was to organise and

deliver inclusive training courses on Person Centred Planning

in different European countries.

Person Centred Planning is about assisting someone

to plan his of her life and make positive changes and

to help him or her to organise the assistance he or she needs.

Person Centred Planning is a process of listening and learning.

It focuses on what is important to someone now and in the future.

People plan and try to live a life together with family, friends, allies and

useful paid supporters.

People try to live a life with their strengths being respected and

as a part of the community.

Theory U shows us how we can change things in a different way and

how we can create new ways for people with disabilities

to live a good life.

The examples of good practice are about

training people in Person Centred Planning and

using ideas and methods of theory U.

9.1. Example: Multiplication Course

1 of the results of the project has been a multiplication course.

We have produced material you can use to do a similar course.

Therefore it is called multiplication course.

1 module of this course was about ‘Inclusive Spaces of Learning.’

This module was held in Prague in April 2015.

The summary of this course and the instructions are

not in easy to read.

The material you use during the course is as easy as possible.

The whole course is designed to be an inclusive course.

You can just go and try to do it yourself!

You can find this material and all the information you need here.

http://www.personcentredplanning.info/index.php/knowledge-home/93-koc/multiplication-course/module-2-inclusive-spaces-of-learning

9.2. Example: 4 types of listening

According to Otto Scharmer there are 4 types of listening.

The 1st type is called ‘downloading’.

When you download, everything you hear

only confirms what you already know.

You only hear what confirms your opinion.

The 2nd type is called ‘factual listening’.

When you listen factually you listen to facts.

You ask questions and you look for new facts or data.

It does not matter if those facts confirm your opinion or not.

You are open to new perspectives.

You have to open your mind to listen this way.

The 3rd type is called ‘empathic listening’.

When you listen empathically

you are really open to what the other person feels.

You may change from your position to the position of the other person

and understand and fell what he or she feels.

You may see it with the eyes of the person you are listening to.

You have to open your mind and your heart to listen this way.

The 4th type is called ‘generative listening’.

When you listen generatively

you are not the same person after the conversation

than you have been before the conversation.

Something has changed within yourself during the conversation.

You and the other participants of the conversation have been open

to generate something new.

You have to open your mind, your heart and your will to listen this way.

Here is a picture that shows the 4 types of listening drawn by Ester

Ortega:

More Information about the ways of listening can be found

in Otto Scharmer’s material about theory U or on various websites.

Here is 1 link you can find information about it.

https://www.presencing.com/theoryu

9.3. Example: Theory U

In the course of the project John O’Brian and Ester Ortega developed

a document to explain theory U in understandable words and

with expressive pictures.

It has not been proofread by self-advocates and

the format does not comply with some easy to read standards

but we think you find it as helpful as we do.

Here is the link to the document.

Here you find another easy to read introduction to theory U by John O’Brian.

http://www.personcentredplanning.info/images/OnlineKnowledgeCenter/New_Paths_to_InclUsion/Ester_Theory_U_booklet_edited.pdf

http://www.personcentredplanning.info/images/OnlineKnowledgeCenter/Theory_U_ETR_Introduction/OBrien_Short_Intro_to_Theory_U_0-3-4.pdf


10. Training material

for Person Centred Planning

On the website of our project you can find:

the descriptions of the modules of the training course

on Person Centred Planning in different languages

the descriptions of the modules and many methods in Person

Centred Planning.

Unfortunately most of these materials are not in easy to read.

To become a trainer for Person Centred Planning you need:

practical experience

to be part of a Community of Practice.

These are people who also have made experiences and

meet on regular bases to talk about what they are learning.

The examples we have picked can be used

in inclusive training courses on Person Centred Planning,

but they might also be used for different things.

Many of the following examples provide skills

that are important for trainers in inclusive training groups.

http://www.personcentredplanning.info/trainingpack/index.php/en/module-overview

http://www.personcentredplanning.info/trainingpack/index.php/en/module-overview

http://www.personcentredplanning.info/index.php/knowledge-home/107-koc/training-pack-in-person-centred-approaches

http://www.personcentredplanning.info/index.php/knowledge-home/107-koc/training-pack-in-person-centred-approaches

10.1. Example:

Gaining confidence in my own skills

as graphic facilitator

10.1.1. Background

Graphic facilitation and drawing are very important in

Person Centred Planning.

It is a way to communicate and to learn complex things more easily

no matter if someone has a disability or not.

For people who cannot read or have a hard time reading,

graphic facilitation is even more important.

Training people in Person Centred Planning we must give them

confidence that everyone can draw.

Graphic facilitation is a good thing in any inclusive space of learning.

For most of us drawing does not come naturally anymore.

As a child all of us have spent time drawing and enjoying it.

To rediscover these hidden talents you can use the following exercise:

10.1.2. Exercise

Instruct the participants to paint a picture in the same way they did

when they were 5 years old.

Therefore each participant gets a big poster to draw.

They can stuck the poster on the wall or lay it down on the floor.

Put on different kinds of music,

for example classic, pop, metal or samba music.

Tell the participants to paint their emotions as if they were 5 years old.

Note: You can also support people by showing them

different styles of drawing symbols.

This can support them to find a way

which fits most their personal style of drawing.

This way you can convince even the biggest self-critical person and

make him or her draw something.

Here is a photo of some results of a training:

This example is from Sonia Holubka from Slovakia and

Milena Johnova from the Czech Republic.

Both are experienced trainers in their home countries.

10.2. Example:

Reflect on the current situation and

find out what makes a good person centred

review

10.2.1. Background

To begin this exercise it helps to know what we mean by a review and

to explain what it is to the group.

The information below explains what a review is.

You can choose how much of it you want to talk about with the group.

A review is when people supporting a person with disabilities

meet together to talk about

how they should support the person with disabilities.

It is a meeting to find out what the person needs and

what the staff needs to do.

It is important to clarify the participants understanding of a review,

because it helps to find out from the participants on the training what kind

of meetings they have in their services.

The type of meetings where decisions about people with disabilities are

made varies across Europe.

In different European Countries decisions about people with disabilities

are made in different ways.

In many European countries people who have support

have a review meeting every year to talk about what has changed.

The important staff, family and friends meet

together with the person to think about

what has happened in the person’s life.

They talk about any changes and

how the person needs to be supported in their life and

to keep the person in good health.

They may decide on goals to reach.

They will talk about problems and try to solve them

In some European Countries like in the United Kingdom there are laws

which say that the person has to have a review meeting every year.

In the meeting they talk about what is happening in their life and

decide what support they need.

If the person has a personal budget

the social services workers in the meeting will listen

to what everyone says who is supporting the person and

decide how much money the person receives for their support

in the future.

Children with disabilities will have a review meeting

to decide on the support they need in school as well as in their lives.

At the age of 14 a young person with a disability will have

a review meeting to decide what support they might need

as they become adults.

This meeting is called a transitional review.

Other persons may have a review meeting if they go to a day centre or

sheltered workshop or

if they live in a supported house or institution.

The staff attending the meeting may be social workers, doctors,

psychologists, occupational therapists, managers and support staff.

The person may be invited and also their family.

If the person is involved

the style of the meeting can also be supportive to the person to

participate and attention is given to the person’s views and wishes.

If the person with disabilities is at the meeting

everyone should do their best to help

so that the person understands what is happening and

to listen to the person.

This does not always happen.

In some countries there are no laws to have a review meeting

about the person.

Note:

Good person centred practice means we should:

invite people to meetings about them

listen to what they say

learn what is important to them

involve them in making decisions

make a plan so the decisions happen

10.2.2. Group Exercise

Ask the participants work in groups and

to think about what meetings about people with disabilities are like now.

It helps if they make groups with people from the same place as them or

who they work with.

The group will have experience of the same kinds of review meetings.

Explain you want them to think about

‘what review meetings are like now’.

It helps to have the questions below written up on a flip chart.

Explain that you want them to think really deeply about the meeting and

that the questions on the flip chart will help them

to talk about their meetings in the group exercise.

Write these questions on a flip chart:

What is the meeting about?

Who is asked to come to the meeting?

Who does come to the meeting?

Who is in charge?

Which people talk the most?

How is it recorded what people say?

For example: written protocol and drawings

Who records it?

Where is the meeting held?

When is it held?

How long is it?

Are there refreshments?

Are people given drinks or snacks?

What happens after the meeting?

What are the typical actions or outcomes?

What is usually decided?

Who gets the record of the meeting?

What does the recorded information tell us about the review meeting?

What have you learnt about the meetings that you have now?

You may ask each group to give some feedback

before going onto the next question.

What would a really great review look like?

Explain that you want the groups to think about

‘how a better review meeting would look like ‘.

Ask them to make a picture of

‘what would happen in a really good person centred review meeting’.

Making a picture helps the groups to see what they are thinking.

It is a good way of really understanding things in a deep way.

Seeing the picture and talking about it can build a stronger idea of

what could be done to make meetings better.

It helps to say to the group

‘make a picture of the very best review meeting’.

This helps them to stretch their ideas and

really think about what this could be like.

It might be very different from the meetings that they already know and

that are happening now.

When each group has finished their picture,

ask the groups to think about

‘what changes could be made now

to make the review meeting better’.

It may not be possible to make it the very best straight away but some

things could change to make it better.

Some additional questions to discuss in the groups are:

Do the groups feel that they have the power to change the meeting?

What do they need to do to make it happen?

What support do they need to make it happen?

When the groups have had time to discuss and write down their thoughts

ask for 1 person from each group to share:

What are reviews like now

The posters

What they could change

It may help to give each group a set time to talk of 3 to 5 minutes.

This example is from Julie Lunt from Great-Britain.

Julie is an experienced trainer in Person Centred Planning and

has made trainings all over Europe.

10.3. Example:

Module 1 of the Person Centred Planning

course

The following exercises are all taken from the 1st module

of the Person Centred Planning course in Spain.

This module has been held by Ester Ortega in 2014.

The 1st module is an introduction to Person Centred Planning.

The objectives of the module are amongst other things:

Start thinking about how we are and who we are.

Before helping others think, we should think about ourselves.

Make ourselves aware of what we think about ourselves.

Find out where we are in life.

Get to know what we like and what we do not like.

Being able to support the decisions of others better.

Being able to listen to others in a certain way.

If we can listen in a certain way, we can support them in another way.

Bring people into the mood so that they want to change something!

Miss Ortega worked in Spanish.

We translated her work from Spanish into English.

10.3.1. Exercise 1

Instructions:

All participants are sitting in a semi –circle.

Introduce the person in front of you to the group

as if he or she was a visitor from another planet.

Each participant does this with the person in front of him or her.

The trainer does not give more instructions and

does not give any example;

The participants should react spontaneously and with creativity.

Purpose of the exercise:

With this exercise the participants get to know

how others describe them.

Relationship to Person Centred Planning:

It is important to know who we are and

from which position we operate from.

To be aware of why we do what we do.

To be aware of our own beliefs.

It is important to observe the other person

from your personal point of view.

This reflects how you feel, how you think and how you do.

10.3.2. Exercise 2

Instructions:

The trainer places small envelopes of different colors and

labeled with the 1st name of each of the participants on the tables.

Participants search for the table with an envelope with their name and

take a seat at that table.

Tell everybody to take a post-it and

to write down the answers to these questions:

What would I like to happen in the training?

What do I want to achieve in the training?

Participants who want may tell the whole group what they have written

down on the post-it.

Then the participants put the post-it in their envelope.

They may have a look at it later at the end of the training or

after the training.


The trainer sees the expectations of the participants and

can meet these expectations more easily.

Participants can see if the things they wished for have happened or

if they have achieved what they wanted to achieve

when they look at their post-it later.

10.3.3. Exercise 3

Instructions:

The trainer tells the participants to write their obituary in the newspaper

or to publish an article.

An obituary is a notice about the death of someone.

An obituary describes the life of a person.

Each person does this for herself or himself.

After writing the obituary,

those participants who want,

can stand up and share with the whole group what they have written.


With this exercise participants can start to think about:

how they want to be seen by other people and

what they have to do to be seen this way.

10.3.4. Exercise 4

Instructions:

The trainer asks the participants to draw a house on a post-it.

The participants do not get further instructions.

Each participant draws for himself or herself.

When done with the 1st drawing,

the trainer asks them again to draw a house.

Again participants do not get further instructions.

The trainer asks participants to do this 4 times,

so that every participant finally has drawn 4 houses.

Results of the exercise:

The 1st time most houses look pretty the same:

a house with a pitched roof.

The 2nd time the houses are more different from each other.

The 3rd and 4th time the houses are very different form each other,

with more varieties of different houses than before.

Purpose of the exercise and

the relation to Person Centred Planning:

There are times that we respond as professionals with the same answer

for everybody who needs support.

This is the same like drawing the same house with a pitched roof

at the beginning of the exercise.

It needs more time and more thinking

to find alternative ways of living and supporting a person.

With this exercise we want to show that we must look for alternatives and

individual solutions we have not thought about in the 1st place.

This often needs a 2nd or a 3rd try or more.

We have to find out if we give the same obvious support to everyone or

if we try to find an individual way of supporting someone?

Our response to this question is linked to this exercise.

1st we will give the same solution to everybody,

but if we keep asking ourselves the same question over and over again,

we will come with more individual and adequate solutions of support.

10.3.5. Exercise 5

Instructions: The trainer hands out a paper with 9 points on it.

Each participant gets such a paper.

The points have following formation:

Then the trainer asks the participants to

join the 9 points with 4 consecutive lines.

The solution you find here. The purpose of the exercise and

the relation to Person Centred Planning:

The process of finding a solution can make you feel uncertain and

anxious.

It can cause stress to find the right solution.

These feelings accompany the whole process

of Person Centred Planning.

But these feelings should not stop us.

If we insist we can get a good solution.

We have to get used to the feeling of being uncomfortable,

so we can continue looking for the best solution.

We must live in uncertainty,

because if we want everything perfect we will make mistakes and

often it is difficult for us to think outside the box.

Life is not always perfect in reality.

Only the boxes are perfectly predictable.

https://www.youtube.com/watch?v=UEOVKa_OubM

The boxes stand for what I already know,

what I am used to,

what I feel comfortable with because I know it so well.

But to find a new way we have to start thinking outside the box.

No conflict can be solved from within.

We must go out to find solutions.

‘Think outside the box’ can be the solution.

Think differently.

We cannot keep on doing the same, if we want a change.

10.3.6. Exercise 6

Instructions:

The trainer asks the participants to think about this question:

If you were an object of this room, which one would you be and why?

Each participant thinks about this on his or her own.

Participants may take notes to remember.

After thinking about it,

those who want,

may explain the whole group which object they would be and why.


It is another way to get to know what people like.

We get to know each other in a different way,

not from our professional role or

from our role as a person with learning difficulties.

This is also an unusual way to think about ourselves.

10.3.7. Exercise 7

Instructions:

The trainer tells the participants to get together in pairs,

Each pair consists of a person A and a person B.

Each pair has 1 colored stick.

Each pair does the following:

1 person holds the stick with 1 finger on 1 end of the stick,

the other person holds the stick with 1 finger

on the other end of the stick.

The 1st time person A rules what happens with the stick and

person B follows.

Ruling can mean anything.

It can mean that the person does not move the stick at all;

That the persons only hold the stick.

It can also mean that the person moves the stick and tries to walk with it;

Just as the ruling person wants.

Then person B rules and person A follows.

The last time A and B co-ordinate without talking to each other.

They try to communicate what they want to do with the stick

without talking.

After the exercise the trainer reflects the impressions

with the participants.

Those participants who want talk about their experiences in front of the

whole group.

Purpose of the exercise and

relation to Person Centred Planning:

Who has the stick and rules in Person Centred Planning?

People with intellectual disabilities should rule

in Person Centred Planning, but this does not always happen.

Person Centred Planning is meant to accompany projects.

It does not mean to direct them.

It should provide support and NOT show them the direction

where they should go to.

This is what 1 of the attendants in Spain said after the exercise:

‘In order to avoid the stick from falling I was pressing,

I ended up ruling, even though the other person should have ruled.’

This shows us that sometimes we take over

because we think must do it to prevent that something bad happens.

But actually this may not be what is needed.

10.3.8. Exercise 8

Instructions:

The trainer brings different tiles

and puts them in the middle of the group

on the floor.

Then the trainer asks the participants to choose a tile on the floor.

Each participant chooses his or her preferred tile.

Then each person thinks about 7 qualities of the chosen tile.

When they have thought about it

they may tell those 7 qualities to the whole group.

They should name 7 qualities of the chosen tile.


If we focus our attention on something,

we begin to discover the qualities of something,

as the participants did with the tile on the floor.

If we do not focus our attention on something,

then many qualities will stay hidden.

How do we focus our attention:

By concentrating on what we want to see.

By asking ourselves what it is what we are looking for.

If we put our attention to something,

for example the qualities of something,

we will end up finding it.

We can even find qualities in a floor tile.

How much easier must it then be to find qualities of a person?

If we find qualities of a floor tile by taking time,

maybe we can find new solutions if we take the time and focus on it?

10.3.9. Exercise 9

Instructions:

The trainer splits the whole group into 2 groups.

Most people are in the 1st group.

Only a few people are in the 2nd group.

People do not know which group they are in.

Only the trainer knows.

Then the trainer distributes 5 cards with disordered letters to each

participant.

The participants reveal 1 card after the other.

The trainer tells them when to reveal the next card.

The trainer has to prepare the cards before:

Every card has only 4 or 5 letters.

The letters of a card make a word if you put them into the right order.

The 2 groups have different letters and words except in the last round.

The 1st group gets letters where words can be built from.

The 2nd group gets letters where no words can be built from.

Except the last round, there both groups get the same letters.

You may use these examples:

GROUP 1 GROUP 2:

Preo (rope) xyhi

Vole (love) pkoj

Kcrti (trick) lmaiq

Psotr (sport) ouxgz

Pehes (sheep) pehes (sheep)

The trainer tells the participants when the 1st round starts.

The participants reveal the 1st card and

try to build a word with the letters.

When 1 person has been able to build a word with his or her letters he or

she raises the hand without saying anything.

When the trainer sees that all participants of the 1st group have formed

the word,

he or she tells them to reveal the 2nd card and again try to build a word.

The trainer and the participants do the same for 5 rounds.


Participants of group 2 cannot form any words because all the letters

make no sense,

except the last which is the same for the 2 groups.

But because participants of the 2nd group have made the experience

before,

where they could not form any word for 4 rounds,

they are incapable of forming the word sheep.

This exercise causes learnt helplessness,

makes participants unable to create,

to compose the final word.

After just a few minutes of not being able to create words,

the environmental situation has created this inability.

Relation to Person Centred Planning:

If we transfer this to the lives of people with learning difficulties

this means:

What people expect from people with disabilities or learning difficulties

will determine much of the outcome.

Just think of all the things that can generate identity.

Created expectations should be adapted.

10.3.10. Exercise 10

Instructions:

The trainer has prepared cards with following example on it:

5 + 5+ 5 = 550

The trainer hands out a card to each participant.

Then the trainer asks the participants to try to make this result true by

just adding 1 line to the card.

Participants do this on their own.

When they have the result they may raise their hands.

The trainer may stop the exercise after a certain time

because it is probable that not all the participants will be able

to solve the exercise.

You can find the solution here.


Creativity and to think out of the box should be promoted.

This exercise shows us that we have to think differently

to find new solutions.

We need to look at reality with other eyes to find opportunities.

https://www.youtube.com/watch?v=fwQTR3uCWn8


Instructions:

The trainer asks the participants to introduce themselves now.

They must say their name and add a skill, taste or preference,

that makes them different to other people.

Each participant has to do this in front of the whole group.

After this the trainer explains:

When service providers and the people working there want to support

people with disabilities to live a ‘normal’ life

they have to concentrate on the relationship between community and

person with disability.

John ‘Brian says that there are 5 IMPORTANT ACCOMPLISHMENTS

that should be valid for everybody.

Service providers and people working there should support people

in claiming and realizing these rights for themselves

These are the 5 ACCOMPLISHMENTS:

Participate: this means the right to take part in community life and

spend leisure time with other members of the community;

Relationship: this means the right to experience valued relationships

with non-disabled people;

Choice: this means the right to make decisions themselves, about

how and where to live;

Competence: this means the right to learn new skills and

participate in different activities with the adequate assistance;

Respect: this means the right to be treated equal as all the others;

After this explanation the trainer asks the participants to discuss in

the whole group:

What is it that people with learning difficulties contribute to?

What ‘added’ value do they contribute to community?

Here you can read some of the comments from the discussion in Spain:

Each person has his or her own qualities and that also applies to

people with learning difficulties.

People with physical disabilities never say ‘I will walk’ with the right

support.

But when we talk about people with learning difficulties,

even if we do not make it explicit,

the message that we give is that ‘with support the intellectual disability

will disappear’.

They can be ‘normal’ or

sometimes it is said that they might be ‘even better

than normal people’.

But why do they have to be normal?

Why do they have to become like others?

The others are not all the same either.

Also often this support is needed lifelong.

The message of all this seems wrong,

because it does not value that people are different.

Many times we think that support is only needed by

people with learning difficulties,

but we all need support.

The important thing here is that we have and need relationships.

After the discussion the trainer can talk about

the purpose of the exercise.

He or she can also summarize the conclusions of the discussion.


This exercise shows that ‘growth only comes from experience and

opportunities’.

If somebody does not get any opportunity

he or she cannot learn and grow.

He or she can also not show his or her qualities.

1 principle that may help that people like their life is

‘Making the desirable possible and the possible desirable’.

It can be a good way to support yourself and

others in living this principle.


Instructions:

The trainer asks the participants to answer

the following questions in groups:

1. What are the most important things

that people with learning difficulties and their families need to learn

within the next 5 years?

2. What are the most important things for our community to learn

within the next 5 years?

3. Who is not involved in this process?

What do we think contributes to exclusion?

4. What is the risk we take in learning these things?

What do we lose?

What do we not need anymore?

Note: people might learn more if you build groups consisting of people

with a different background.

But how you build the groups is up to the trainer or the participants.

Here are possible answers to some of the questions:

2nd question: What does our community need to learn over the next

5 years?

To value and to respect;

To listen;

Adapt environments;

Making information accessible;

Respect that some people need more,

some people need less time to do certain things;

To see people ‘as they are’;

To facilitate opportunities;

To train in rights;

To support people in the community;

To be modest;

To be and fight against what is wrong;

3rd question: Who is not involved in this process? What do we

think contributes to exclusion?

Debate about if administration and politicians are or should be

involved in the process.

It is believed that people with learning difficulties are not seen or not

known by many people of the community.

This also can contribute to exclusion;

4th question: What is the risk we take to learn these things?

What do we lose?

What do we not need?

If we identify the risks, we will be able to act.

Fear of the unknown;

Fear of not being ready for the challenge.

A possible solution: Training.

We also fear that people do not want organizations as they are now,

that they fight for their rights.

A possible solution: Change.

What do we not need:

false respect, or people who say something

but do something else;

A possible solution: reflection.

10.4. Example: PATH

We found also a really good link to the method of ‘PATH’ on the internet.

We want to share this link with you.

https://www.youtube.com/watch?v=TKlBcsf6_uo

11. Dictionary

EPSA

Abbreviation of European Platform of Self-Advocates.

The European Platform of Self-Advocates is made up of organisations of

self-advocates from different countries in Europe.

We call it EPSA.

It is part of Inclusion Europe

evaluation

An evaluation is an examination of something.

It serves to get opinions from the participants

to find out what can be done better.

governmental

Anything governmental relates to a government,

which runs a city, state, or country.

graphic facilitation

Words are explained with drawings.

This means to explain something that is said or written with pictures or

graphics.

graphic facilitator

This is the person who does the drawings to explain words with pictures.

guideline

A guideline is a rule-of-thumb or

suggestion that shows or tells you how to behave.

A guideline is not a rule.

If you want to stay healthy,

you might want to follow the government's dietary guidelines.

Sample guideline: go easy on the salt.

hearing loop

This is an assistive listening technology

for people with reduced ranges of hearing.

The hearing loop only can be used with a hearing aid in a certain area.

The benefit is that it allows the sound source of interest to be heard

clearly and free of other distracting noise in the environment.

inclusive

When something is inclusive it means

that it is particularly welcoming to all kinds of people.

InclUsion

Inclusion means that all kinds of people are welcome

and can be a part of society.

For example including someone in a training, a school,

a club or a team.

In this text inclusion is written with a capital U

because the U stands for theory U.

Theory U is very important for this project.

inspire

When you inspire something, it is as if you are blowing air over a low

flame to make it grow.

A film can be inspired by a true story.

Studying for your test will inspire confidence in you.

Successful people often have a role model

who inspired them to greatness.

interpreter

An interpreter is someone who translates something

to make it understandable,

usually a foreign spoken language.

There are also interpreters that translate from spoken language in

sign language and the other way around.

They are called sign language interpreters.

learning style

Everyone learns in a different style and

combines different learning styles.

There is no right or wrong style.

You can mix or switch learning styles.

Here you see the most common learning styles:

1. Visual:

You prefer using pictures and images.

2. Aural:

You prefer using sound and music.

3. Verbal:

You prefer using words, both in speech and writing.

4. Physical:

You prefer using your body, hands and sense of touch.

5. Logical:

You prefer using logic, reasoning and systems.

6. Social:

You prefer to learn in groups or with other people.

7. Solitary:

You prefer to work alone and use self-study.

method

A certain way of doing things,

especially a systematic way with a logical arrangement.

Person Centred Planning

This approach has been developed mainly in the English speaking

countries over the past 30 years to support people with disabilities

to life a self-determined life in the community.

personal budget

How much money a person has to make a living.

Personal budget also means the money that

people with disabilities get to pay for the support that they need

or for anything else they want to spend it for.

This can for example be their living or leisure activities.

project

A project is a piece of work that is planned or intended.

A project always has a beginning and an end.

For example: If you plan to build a tree house

you can call it your tree house project.

promote

To contribute to the progress or growth of something.

For example:

If you promote a new product than

you tell people about the advantages of this product.

psychologist

A psychologist is a person who studies the mind.

A psychologist can for example do researches about mental disorders

and their treatments.

Or, a psychologist can be licensed to see and treat patients,

offering therapy for mental conditions or behavioral issues.

reflect, reflection

Something that reflects comes back to you.

If you look in a mirror, you will see your reflected image or

your reflection.

If you reflect on your past experiences,

you look at them once again thoughtfully.

This is also called reflection.

If you reflect on yourself it is called self-reflection.

This means that you think about your own behaviour,

why you do something or why you feel about something in a certain way.

Self-advocate

Self-advocates are people with developmental disabilities,

also called cognitive or intellectual disabilities, and other disabilities.

These people with disabilities take control of their own lives,

including being in charge of their own care in the medical system.

This means that although persons with disabilities

that may call upon the support of others

are entitled to be in control of their own resources and

how these are directed.

It is about having the right to make life decisions without undue influence

or control by others.

setting

A setting is where something is placed.

tactile

Anything to do with the sense of touch

can be described as tactile.

Theory U

Theory U shows us how we can change things in a different way

It is a method to create new ways.

You find more information about it here or here.

http://www.personcentredplanning.info/images/OnlineKnowledgeCenter/New_Paths_to_InclUsion/Ester_Theory_U_booklet_edited.pdf


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