Programme Aims The overall aim is to promote greater inclusion for all within your locality, by developing a shared understanding of inclusive practice in order to support commitment development and social cohesion. • Have a broader understanding of the concepts of Equality & Diversity and Disability Equality. • Have a better understanding of what links ethical commitment and inclusive practice. • Have a broader understanding of the concepts of inclusive practice and planning. Programme Objectives: • Develop an understanding of community and culture. • Explore the context that leads to action that addresses inequality. • Explore values, principles and inclusive practice. • Identifying positive practice. • Identifying practice that promotes or hinders participation. • Develop possible strategies for policy change in: Short-term, Mid-term, and Long-term.

1. 14/05/2013
1
Inclusive
prac.ce
development
Staying
Put
Laura
(Mole)
Chapman
From mindscapes to landscapes
We would be foolish to assume that it’s easy to
achieve a fairer society.
If it was easy we would have cracked it, and we
would all live in an equitable world.
• It is not.
• We have not.
• We do not.
COMMUNITIES
OF
BELONGING
Locality
Community
outsiders
Insiders
Popula5on
Women
Men

2. 14/05/2013
2
Dominant
voice
Women
Men
We
can
refer
to
this
perspec.ve
as
the
group
ideology.
Simpson
(1993:3)
‘the
taken-­‐for-­‐granted
assump.ons,
beliefs
and
value-­‐systems
which
are
shared
collec.vely
by
social
groups’.
(Thomas
et
all,
1999,
p.
27-­‐28)
Some say that language is the
arena where the concepts of right
(both in the sense of entitlement
and in the sense of what is morally
acceptable) and duty are created,
and thus language actually
creates power, as well as
being a site where power is performed.
(Thomas et all, 1999, pg 11)
What
we
say,
and
what
we
don’t?
The
challenge?
• People
who
ques.on
dominant
ideology
oPen
appear
not
to
make
sense;
what
they
say
won’t
sound
logical
to
anyone
who
holds
that
ideology.
In
extreme
cases,
people
who
ask
such
ques.ons
may
even
appear
to
be
insane.
So,
while
it
is
possible
to
ques.on
dominant
ideology,
there
is
a
price
to
be
paid
for
doing
so.
(Thomas
et
al,
1999,
pg
38)
Meaningful relationships
Our
judgments
about
almost
all
social
interac.ons,
organisa.ons
and
communi.es
depend
upon
our
percep.ons
of
the
rela.onships
involved.
(Gelsthorpe West-Burnham, 2003)

3. 14/05/2013
3
There
is
a
community
aspect
of
saying
“you
are
in
my
community,
you
may
be
quite
distant,
but
how
can
I
involve
you?
What
can
I
do?”
Perceived Inequality
High Inequality
Low social mobility
Deprivation and povertyDeprivation and poverty
Low Inequality
High social mobility
The wider the perceived inequality - the unhealthier the community
“The first thing to recognise is that we are dealing with the effects
of relative rather than absolute deprivation or poverty” Fullan
Equality:
• Equal
treatment
for
all:
The
availability
of
the
same
rights,
posi.on,
and
status
to
all
people,
regardless
of
gender,
sexual
preference,
age,
race,
ethnicity,
ability
or
religion.
• Agreement
of
equal
value
• State
of
being
equal:
rights,
treatment,
quan.ty,
or
value
equal
to
all
others
in
a
specific
group
• All
individuals
need
to
have
equal
choices
and
opportuni.es
regardless
of
their
ability.
Culture
Change
Service
led:
Welcome
Tolerance
Single
/other
Deficit
Barriers
Rigid
rules
Compliance
Improvement
Community
led:
Invita.on
Acceptance
Diverse
Assets
Boundaries
Flexible
Principles
Commitment
Transforma.on
adapted
Chapman,
L.
2010 pg. 26

4. 14/05/2013
4
RespecMul
Language?
Poli5cal
correctness
made
us
change
the
words
but
not
the
conversa5on.
Dialogue
as
community
interven5on
• Personal:
inner,
reflec.ve,
analy.cal,
synthesizing.
The
way
issues
are
internalized.
A
process
that
makes
sense.
[Private
voice]
• Social:
family
and
friends,
deep,
open,
direct,
love
and
uncondi.onal
acceptance.
[Personal
voice]
• Professional
dialogue:
a
closed
‘expert’
language
-­‐
‘jargon’
to
the
outsider.
The
writer,
the
journalist
and
the
professional
communicator…
the
ques.oning
of
technique
and
prac.ce.
[Public
voice]
• Learning
dialogue:
process
of
mentoring,
coaching,
and
tutoring.
Enquiry,
discovery,
ques.oning,
affirming.
[Expert
voice]
• Community
dialogue:
process
of
debate
and
shared
decision
taking.
Trust,
conven.on,
shared
understanding
and
protocol.
[Shared
voice]
West-­‐Burnham,
J.
2009,
pg
122
I
do
like
the
no5on
of
courtesy,
and
therefore
for
me
respect
is
expressed
through
courtesy…
avoiding
the
assump5ons
about
another
person
and
keeping
a
certain
distance
professionally

5. 14/05/2013
5
Stereotypes
Myths and assumptions Professional reaction
ShiS
to
beTer
personalisa5on
• Service
led
• Person
centred
Inclusive practice:
Inclusion is a process of identifying and breaking down
barriers which can be environmental, attitudinal and
institutional. This process eliminates discrimination
thus providing all children and young people with
equal access to play.”
“Is an ongoing process of reviewing and developing
practice in order to adjust and celebrate diversity. It is
the journey not the destination!”
Dialogue
• Personal:
inner,
reflec.ve,
analy.cal,
synthesizing.
The
way
issues
are
internalized.
A
process
that
makes
sense.
[Private
voice]
• Social:
family
and
friends,
deep,
open,
direct,
love
and
uncondi.onal
acceptance.
[Personal
voice]
• Professional
dialogue:
a
closed
‘expert’
language
-­‐
‘jargon’
to
the
outsider.
The
writer,
the
journalist
and
the
professional
communicator…
the
ques.oning
of
technique
and
prac.ce.
[Public
voice]
• Learning
dialogue:
process
of
mentoring,
coaching,
and
tutoring.
Enquiry,
discovery,
ques.oning,
affirming.
[Expert
voice]
• Community
dialogue:
process
of
debate
and
shared
decision
taking.
Trust,
conven.on,
shared
understanding
and
protocol.
[Shared
voice]
West-­‐Burnham,
J.
2009,
pg
122

6. 14/05/2013
6
Principles
of
Inclusive
Prac5ce
• Equality
• Diversity
• Balance
• Fluidity
• Ethical
Commitment
A
Different
Perspec.ve
on
Equality
pg
20
Capacity
building
• Each
person
is
different,
so
these
experiences
are
the
star.ng
point
for
a
conversa.on,
not
a
prescrip.on
that
tells
a
person
what
they
must
do.
• What
maiers
is
understanding
what
the
valued
experiences
mean
at
this
.me
in
this
person’s
life.
The
only
way
to
gain
this
understanding
is
to
listen
respecjully
to
a
person’s
words
ac.ons.
Ques.ons
That
Create
Quality
• How
do
we
enhance
people’s
reputa.on?
• How
do
we
increase
people’s
presence
in
the
life
of
their
communi.es?
• How
do
we
assist
people
to
develop
their
capaci.es?
• How
can
we
help
people
have
more
choice
control
in
their
lives?
• How
can
we
assist
people
to
make
maintain
friendships
and
memberships?

7. 14/05/2013
7
Ac5on
point
• 2
ideas
to
increase
these
experiences
for
the
people
you
work
with?
Plan
Do
Review
New
ideas
New
prac5ce
New
outcomes
Reflec5ve
Prac5ce
Towards a user led practice and community
The
Equali5es
Act
“The
vision
is
to
work
towards
a
fairer
society
and
have
set
out
du5es
to
reduce
discrimina5on
based
on
outcomes
and
evidence.”
The
main
purpose
of
the
Act
is
to
bring
about
a
culture
change
so
that
equality
becomes
part
of
core
to
organisa.onal
purpose.
This
will
mean
considering
the
impact
of
all
daily
ac.vity
and
therefore
make
it
part
of
opera.onal
and
strategic
planning.

8. 14/05/2013
8
Positive and Possible
• Everyone
can
do
something
to
contribute
towards
greater
fairness,
while
not
everyone
will
do
the
same
thing
in
the
same
way.
• The
challenge
then
is
to
accept
that
the
change
is
possible
if
people
are
able
to
appreciate
a
whole
diversity
of
posi.ve
ac.ons.
• Rather
than
a
step-­‐by-­‐step
approach
or
a
scale
of
difficulty,
an
acceptance
of
diverse
routes
to
a
more
human
experience.
Chapman, L. 2011 pg. 35
Co-Production
On a societal level, Co-Production entails
a simple but profound shift in
relationships... Co-Production may mean
the active process of remedying or
preventing whatever would violate our
sense of social justice. A social justice
perspective elevates the principle to an
Imperative’
Cahn, 2000, p 34-35
Whose
slice?
Inequality
is
best
explained
as
a
powerful
social
force
that
generates
community
divisions
and
oppression.
Inequality
weakens
community
life,
reduces
trust
and
increases
violence
across
popula.ons.
Language
Dialogue
• A
bridge
between
people.
• Words
can
hinder
or
empower.
• Links
professional,
personal,
and
private
conversa.ons.
• Avoid
‘them’
and
‘us’.
• Validates
experience:
ac.ve
and
engaged
par.cipants.

9. 14/05/2013
9
Good
bye!
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Facebook
or
TwiTer
For
free
materials:
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