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www.inclusionproject.org
What is Inclusion?                                                      Social Inclusion                                  ...
What is Inclusion?     Everyone    Participates  Everyone   Belongs
The #1 Factor in Ensuring     Successful Inclusion is…A GROUP OF PEOPLE WHO BELIEVE TOGETHERTHAT IT IS POSSIBLE AND WORK T...
Statements of Belief…• EVERY child can make friends.• EVERY child can participate.• EVERY child can be successful.
When it comes to leading kids…• If you’re ON FIRE, they’re HOT.• If you’re HOT, they’re WARM.• If you’re WARM, they’re COL...
Be Honest…
What are the benefits of      inclusion?
Your First StepsSet the Atmosphere
Establishing an Atmosphere  Where Mistakes are OK                  Oops!
Words arePOWERFUL!
The “R” Word
“People-First” LanguageDescribing Words used often enough      become Defining Words.
How should I act?
If you are unsure of what to say when youfirst meet, try:a. “Hello.”b. “I’m not sure about this.”c. “How long have you bee...
For activities you are doing, it might take aperson with a disability:a. forever. Don’t worry about waiting.b. extra time ...
If a person with a disability has acompanion or sign language interpreter:a. speak directly to the person with a disabilit...
When you talk to a person in a wheelchairfor more than a few minutes:a. lean on the wheelchair to let the person   know yo...
If a person has difficulty speaking:a. give the person unhurried attention.b. don’t pretend to understand when you don’t  ...
When you greet a person who is visuallyimpaired:a. grab their hand and shake it.b. tell the person your name and where you...
Before you assist a person with a disability:a. ask.b. listen carefully to any instructions.c. Both A and B.
When people with disabilities accomplishnormal tasks,a. make it a big deal and show everyone   around.b. ignore it.c. avoi...
Which of the common expressions shouldyou avoid around people with disabilities?a.   “I’ve got to run now.”b.   “See you l...
ApplyChange Teach
Serving Families•   Build trust!•   Be empathetic.•   Be consistent.•   Communicate!•   You’re on the same team!          ...
Helping Campers Establish Friendships
Keys to Building Friendships•Be Intentional!•Emphasize Similarities•Teach Nonverbal Responses•Aid and Fade
Keys to Building Friendships•Be Intentional!•Emphasize Similarities•Teach Nonverbal Responses•Aid and Fade•Answer Camper Q...
What Do You Mean?
Power Tower
Power Tower
Power TowerWhat was the same in the activity?       What was different?
Making Accommodations   M&M’s to Gum Drops
Basic Questions to Think About• Time—How long/short will an activity need to be?• Tools—What do I need to change/add for a...
Achieving Positive Behaviors
What are behaviors that   challenge you?
Understanding Challenging Behaviors       • I have an unmet need.
Understanding Challenging Behaviors       • I have an unmet need.            • I lack the skill.
Understanding Challenging Behaviors       • I have an unmet need.            • I lack the skill.         • There’s a lack ...
A change in a child’s behaviorusually only occurs when there   is a change in the adult’s      behavior or practice.      ...
Prevention & Management Strategies• Structure Routine  Transitions• Positive redirection
Prevention & Management Strategies•   Structure Routine  Transitions•   Positive Redirection•   Group Control•   Balance...
Fidgets•   Putty                 •   Small wind-up toys•   Playdoh               •   Small beanbags•   Koosh balls        ...
Picture ScheduleFree Play         Music        Snack
Activity Script                                        LunchWe have lunch at camp.Before we eat, we line up.We take turns ...
Task CardDirections____________________________________________________________________ The activity ends at:
Prevention & Management Strategies•   Structure Routine  Transitions•   Positive redirection•   Group Control•   Balance...
Accessible Activities•#1: Kids stay engaged!•Set the example byparticipating•Competition canexist, but makeadjustments as ...
Activities•   Eggs, Chickens, Dinosaurs•   Eye Tag•   Elbow Tag•   Everyone’s It•   Musical Chairs
Let's ALL Play 101
Let's ALL Play 101
Let's ALL Play 101
Let's ALL Play 101
Let's ALL Play 101
Let's ALL Play 101
Let's ALL Play 101
Let's ALL Play 101
Let's ALL Play 101
Let's ALL Play 101
Let's ALL Play 101
Let's ALL Play 101
Let's ALL Play 101
Let's ALL Play 101
Let's ALL Play 101
Let's ALL Play 101
Let's ALL Play 101
Let's ALL Play 101
Let's ALL Play 101
Let's ALL Play 101
Let's ALL Play 101
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Let's ALL Play 101

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This is the presentation for the National Inclusion Project's foundational Let's ALL Play training.

Published in: Self Improvement, Career
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Let's ALL Play 101

  1. 1. www.inclusionproject.org
  2. 2. What is Inclusion? Social Inclusion • Persons with a disability are socially accepted and Functional Inclusion enabled to • Persons with a participate in school disability have and community necessary supports to activities participate inPhysical Inclusion normative experiences• Persons with a disability are present in the classroom, a sports team, in a recreational setting etc. Schleien et al. 1999
  3. 3. What is Inclusion? Everyone Participates Everyone Belongs
  4. 4. The #1 Factor in Ensuring Successful Inclusion is…A GROUP OF PEOPLE WHO BELIEVE TOGETHERTHAT IT IS POSSIBLE AND WORK TOGETHER TO MAKE IT HAPPEN.
  5. 5. Statements of Belief…• EVERY child can make friends.• EVERY child can participate.• EVERY child can be successful.
  6. 6. When it comes to leading kids…• If you’re ON FIRE, they’re HOT.• If you’re HOT, they’re WARM.• If you’re WARM, they’re COLD.• If you’re COLD, you’re FIRED!
  7. 7. Be Honest…
  8. 8. What are the benefits of inclusion?
  9. 9. Your First StepsSet the Atmosphere
  10. 10. Establishing an Atmosphere Where Mistakes are OK Oops!
  11. 11. Words arePOWERFUL!
  12. 12. The “R” Word
  13. 13. “People-First” LanguageDescribing Words used often enough become Defining Words.
  14. 14. How should I act?
  15. 15. If you are unsure of what to say when youfirst meet, try:a. “Hello.”b. “I’m not sure about this.”c. “How long have you been disabled?”
  16. 16. For activities you are doing, it might take aperson with a disability:a. forever. Don’t worry about waiting.b. extra time so be sensitive when planning.c. no more time than anyone else.
  17. 17. If a person with a disability has acompanion or sign language interpreter:a. speak directly to the person with a disability.b. speak as loudly as you can.c. speak directly to the companion or interpreter.
  18. 18. When you talk to a person in a wheelchairfor more than a few minutes:a. lean on the wheelchair to let the person know you are paying attention.b. bend over and put your hands on your knees.c. try to sit down so that you will be at eye level with that person.
  19. 19. If a person has difficulty speaking:a. give the person unhurried attention.b. don’t pretend to understand when you don’t – ask the person to repeat what they said.c. Both A and B.
  20. 20. When you greet a person who is visuallyimpaired:a. grab their hand and shake it.b. tell the person your name and where you are.c. pat them on the back.
  21. 21. Before you assist a person with a disability:a. ask.b. listen carefully to any instructions.c. Both A and B.
  22. 22. When people with disabilities accomplishnormal tasks,a. make it a big deal and show everyone around.b. ignore it.c. avoid excessive praise.
  23. 23. Which of the common expressions shouldyou avoid around people with disabilities?a. “I’ve got to run now.”b. “See you later.”c. “Have you heard?”d. Relax. People with disabilities use these phrases all the time.
  24. 24. ApplyChange Teach
  25. 25. Serving Families• Build trust!• Be empathetic.• Be consistent.• Communicate!• You’re on the same team! CELEBRATE YOUR SUCCESS!
  26. 26. Helping Campers Establish Friendships
  27. 27. Keys to Building Friendships•Be Intentional!•Emphasize Similarities•Teach Nonverbal Responses•Aid and Fade
  28. 28. Keys to Building Friendships•Be Intentional!•Emphasize Similarities•Teach Nonverbal Responses•Aid and Fade•Answer Camper Questions
  29. 29. What Do You Mean?
  30. 30. Power Tower
  31. 31. Power Tower
  32. 32. Power TowerWhat was the same in the activity? What was different?
  33. 33. Making Accommodations M&M’s to Gum Drops
  34. 34. Basic Questions to Think About• Time—How long/short will an activity need to be?• Tools—What do I need to change/add for an activity?• Cues—What will help reinforcement?• Transitions—How do we get to it, through it, and away from it?• Success—How do we (re)define success?
  35. 35. Achieving Positive Behaviors
  36. 36. What are behaviors that challenge you?
  37. 37. Understanding Challenging Behaviors • I have an unmet need.
  38. 38. Understanding Challenging Behaviors • I have an unmet need. • I lack the skill.
  39. 39. Understanding Challenging Behaviors • I have an unmet need. • I lack the skill. • There’s a lack of fit.
  40. 40. A change in a child’s behaviorusually only occurs when there is a change in the adult’s behavior or practice. - Novella Ruffin Ph.D
  41. 41. Prevention & Management Strategies• Structure Routine  Transitions• Positive redirection
  42. 42. Prevention & Management Strategies• Structure Routine  Transitions• Positive Redirection• Group Control• Balance• Fidgets, Picture Schedules, Activity Scripts, Task Cards
  43. 43. Fidgets• Putty • Small wind-up toys• Playdoh • Small beanbags• Koosh balls • Vibrating toys• Stress balls • Squeeze toys• Stretch men/animals • Exercise band for• Finger puppets pulling• Mini Etch-a-Sketch
  44. 44. Picture ScheduleFree Play Music Snack
  45. 45. Activity Script LunchWe have lunch at camp.Before we eat, we line up.We take turns washing our hands.We have a special area for eating.I will get my lunch and find a seat with my friends.I can talk quietly to my friends while I am eating.When I’m done I need to throw my trash away.When I clean up my trash, I can help clean up the area.
  46. 46. Task CardDirections____________________________________________________________________ The activity ends at:
  47. 47. Prevention & Management Strategies• Structure Routine  Transitions• Positive redirection• Group Control• Balance• Fidgets, Picture Schedules, Activity Scripts, Task Cards• Specific Praise• Feel, Felt, Found• Consistency• Evaluation• Know the child
  48. 48. Accessible Activities•#1: Kids stay engaged!•Set the example byparticipating•Competition canexist, but makeadjustments as necessary•Process over product•Recognition forachievements
  49. 49. Activities• Eggs, Chickens, Dinosaurs• Eye Tag• Elbow Tag• Everyone’s It• Musical Chairs

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