Inclusion

Question 1

What is inclusion?

Answer 1

to contain as part of a whole

no matter what everyone can take part

Question 2

What is integration?

Answer 2

Incorporating activity/facility etc.

-Needs something added so everyone can take part

Question 3

How do inclusion/integration work in an educational setting?

Answer 3

• Educating all students with disabilities in regular education and regular classes
• providing appropriate educational programs based on ability/needs for support to ensure success
• opportunity for all students to develop skills to learn, live and work in society

Question 4

Is Inclusion/integration a process or a product?

Answer 4

process

Question 5

In what ways does inclusion/integration suggest that diversity is valuable?

Answer 5

focuses on capabilities, all people are worthy, an array of contributions

Question 6

Based on Social Inclusion, what are the goal areas?

Answer 6

learning social behaviors, facilitate equal status relationships, reduce social isolation, start and maintain relationships, skills necessary for specific things

Question 7

What are the values of inclusion?

Answer 7

uniqueness, empowerment, belonging, security, purpose

Question 8

What are the 3 types of inclusion?

Answer 8

1. Physical
2. Instructional
3. Social

Question 9

What are the characteristics of an inclusive environment?

Answer 9

decision making, social interaction, no stereotyping, personal meaning, responsive, achievement, resourceful, balance of experience

Question 10

What are the risks of inclusion?

Answer 10

embarrassed (don’t feel like part of the group), rejection, safety in PA, vulnerable

Question 11

What are the benefits of inclusion for PWD?

Answer 11

1. learn social skills, more friendly environments, learn with natural cues/consequences
2. stimulating/motivating environ.
3. learn appropriate skills (greetings, age approp. clothing)
4. Age appropriate role models who don’t have disabilities
5. participation in variety of school activities (suited for age and neighborhood)
6. New friends who don’t have disabilities
7. integration of parents, special ed. teachers, staff into regular schools (relationships, less isolation)

Question 12

What are the benefits of inclusion for Professional Staff and students without disabilities?

Answer 12

1. Special ed. teachers have higher expec. for students w/ disabilities
2. special ed. teachers learn what is approp. for students w/out disabilities.
3. student attitudes towards PWD improve(less fears, teasing, stares, etc.)
4. Students w/out disabilities learn to appreciate indiv. differences.
5. future parents of kids w/ disabilities, future teachers (etc.) learn to face PWD with greater knowledge and understanding

Question 13

What are the steps to Facilitate Inclusion?

Answer 13

1. Enhance your attitude
2. Improve Other’s attitudes
3. Use sensitive terminology
4. Encourage integration

Question 14

Before we can enhance our attitudes, what do we need to be aware of?

Answer 14

-attitudes are based on our experiences with PWD

Question 15

How can we enhance our attitudes to facilitate inclusion?

Answer 15

attend presentations, be self aware, direct contact

Question 16

Before we can improve others attitudes, what do we need to be aware of?

Answer 16

People fear what they don’t know, what is different

Question 17

How can we improve other’s attitudes?

Answer 17

focus on similarities, view people as part of humanity, person-centered approach
-structure interactions, encourage personal contact, promote joint participation, effective communication

Question 18

What to we need to be aware of regarding the use of Sensitive Terminology?

Answer 18

• using insensitive terms creates tension
• sensitive terms shows a positive attitude toward PWD
• people first philosophy

Question 19

How can we use sensitive terminology?

Answer 19

focus on similarities, person first, emphasize individual abilities, dignity and respect for each individ., be consistent with term.

Question 20

How can we encourage integration?

Answer 20

know the benefits of inclusion/integration, be aware of barriers, facilitate self determination, advocate for services

Question 21

What are the 2 types of barriers to inclusion?

Answer 21

Internal & External

Question 22

What are some internal barriers to inclusion?

Answer 22

lack of: physical ability, time, confidence/motivation, awareness of the benefits of PA, awareness of opportunities,
-perceived attitudes of others

Question 23

What are some external barriers to inclusion?

Answer 23

architectural accessibility, prohibitive costs, discriminatory practices/policies, lack of staff or training

Question 24

What are the 9 steps to the “Inclusion Process”

Answer 24

1. Obtain Information
2. Identify Support
3. Define Safety Concerns
4. Assess Skill
5. Set Realistic Objectives
6. Contribute to I.E.P
7. Select Activities
8. Make Modifications
9. Implement & Evaluate

Question 25

What is involved in "obtain information" of the Inclusion Process?

Answer 25

info about participant: age, skill/fitness level, interests/goals behaviours/attitudes towards active living past PA experience nature of disability and activity venue (where activity will be held) requirements for activity

Question 26

What is involved in "Identify Support" of the Inclusion Process?

Answer 26

Identity persons who currently support | participant, family, teachers/program leaders, therapists, comm. organizations, friends, volunteers

Question 27

What do we need to be careful of when identifying supports?

Answer 27

We need to recognize and respect when no support is needed.

Question 28

Regarding "Define Safety" of the Inclusion Process, what are the 4 aspects that can be affected by safety?

Answer 28

Participant, Environment, Equipment, Instruction

Question 29

How can we ensure safety of participants?

Answer 29

Respect personal space, protective/appropriate clothing/equip., aware of disability if it relates to participation (seizure triggers, breathing difficulties.) know partic. limits, environ. factors (sunscreen, hats,)

Question 30

How can we ensure safety with the equipment?

Answer 30

protective equipment, in good condition, assistive devices in working order, age/skill approp. equipment,

Question 31

How can we ensure safety within the environment?

Answer 31

set up to ensure safety, consider surface (gravel), temperature issues (weather, pool), familiarize participants with environment, cleanliness, reduce clutter, good lighting, proper signage

Question 32

How can we ensure safety within instruction?

Answer 32

clear concise instruction, eye contact, clear path to instructor, cues/prompts, use rules, have a clear STOP signal

Question 33

Based on the "Inclusion Process", why is assessing skill important?

Answer 33

-cornerstone of programming, implementation & evaluation | needed to ensure individuals receive appropriate instruction

Question 34

Based on the "Inclusion Process" how do we set realistic objectives?

Answer 34

objectives lead to the ultimate goal, info from assessments help identify objectives, objectives are SMART

Question 35

In regards to objectives, what does SMART stand for?

Answer 35

``` Specific Measurable Attainable Realistic Timely ```

Question 36

In the "Inclusion Process" we must contribute to I.E.Ps, what are they?

Answer 36

Individualized Education Plan | parents may share with you

Question 37

Based on the "Inclusion Process", how do we select activities?

Answer 37

appropriate for interests, age, capabilities | based on: expressed interest, program, situational, resources, facility, etc

Question 38

Based on the "Inclusion Process" when should we modify?

Answer 38

when necessary, to the extent necessary, without jeopardizing the purpose of the activity

Question 39

What elements can modifications be made to?

Answer 39

Participants, Activity, Equipment, Environment, Instruction

Question 40

When modifying activity based on the "inclusion Process" what things should we use as guidelines?

Answer 40

Create opportunities for success, encourage cooperation rather than competitiveness, be aware of group dynamics, strive for inclusion rather than elimination

Question 41

When modifying activity based on the "Inclusion Process", what 2 subcategories can be modified?

Answer 41

Skill level and rules

Question 42

What ways can skill-levels be modified (based on the "inclusion process") and what are their effects?

Answer 42

*look in binder*

Question 43

What ways can Rules be modified (based on the Inclusion Process) and what are their effects?

Answer 43

*look in binder*

Question 44

What are the guidelines associated with modifying equipment based on the "Inclusion Process"?

Answer 44

age appropriate, colorful, auditory, durable, multiple uses, inexpensive, available

Question 45

What variables of equipment can we modify based on the "Inclusion Process" and what do they help with?

Answer 45

size, shape, weight, color, texture, density, | speed, distance, timing, force, accuracy

Question 46

What ways can equipment be modified and what are their effects? (based on "inclusion process")

Answer 46

*look in binder*

Question 47

How can participants be modified based on the "inclusion process"?

Answer 47

groupings, role in activity, methods of locomotion

Question 48

Based on the "inclusion Process" how can we modify the environment?

Answer 48

size of play area, boundaries/zones, decrease clutter/traffic, decrease distractions, increase visual cues, lighting, orient participants to environment

Question 49

In what ways can we modify the environment (based on the inclusion process) and what are their effects?

Answer 49

*look in binder*

Question 50

Based on the "inclusion process" how can we modify instruction?

Answer 50

consult participant, involve participant immediately, begin with least modified tasks, determine future modifications.

Question 51

According to Step of the "Inclusion Process" we need to Implement and Evaluate. How do we do that?

Answer 51

observe: communication with others involved with the participant, equipment needs, teaching techniques, activity modifications, peer involvment