Creating an Inclusive Environment Inclusive Education & Community Partnership Kristin Hoefflin, MFT, BCBA August 18, 2013

What is Inclusion?* Discussion: How many here have had a person with special needs in one of their classes? What are some of the questions, thoughts or concerns you’ve had about inclusion? What is “inclusion” to you? Play Video: This video is really just to get us started thinking about the philosophy of inclusion. Inclusion is not a “program” or a specific “approach” rather a set of principles and a conceptual understanding With that said, there are ways to set up an environment and prepare the people in that environment to support inclusion that will be successful for all. *The following slides on Inclusion were adapted from a presentation prepared by IECP Founder & Director, Rick Clemens (2013).

Basic Premise… When it comes to including individuals with special needs into age-appropriate, natural and inclusive environments, one can create 100 reasons why it is not possible… He’s not ready Not fair to the other students/people Nobody would want to hire her There are already homes/places for people like that He is a biter

…Or you can decide it is important enough and make it work!!!

Basic Presumptions Individuals can be included regardless of their ability and/or functioning level There is no “cookie cutter” approach to including individuals Individuals with special needs can learn incidentally from their peers and will model behavior given the right learning environment and interventions

Where Can Inclusion Occur? School (all grade levels) Play Dates Community Activities Community Associations Community Events Family Functions Living Arrangements Work EVERYWHERE!!!

Match Environment Person Successful inclusion is based on the match between the environment and the person Intervention and training is focused on finding and improving this match Success also relies on the belief that the person can be successful in the environment

Addressing Inclusion Concerns “The child with special needs will not get the specialized attention he/she needs to learn” “The other children in the environment will suffer” As mentioned before, there are many reasons that people come up with NOT to include individuals with special needs into classes with typical peers. Here, we will address a couple of the most common concerns I hear when I am working with my youth with special needs. “The child with special needs will not get the specialized attention he/she needs to learn.” Who has heard that people with special needs learn differently, so they need a different type of instruction? The reality is, not only can the child with special needs benefit academically, he/she can benefit socially and emotionally from inclusive settings The same principles we use to encourage a typically-developing child to clean his/her room, share toys, learn a new skill or stop tattling are the same principles we will use to encourage a child with special needs to participate in activities, engage with peers, and reduce challenging behavior It is true that inclusion may not be successful if the right supports are not in place. However with proper planning and preparation, individuals with special needs can be included in all environments. “The other children in the environment will suffer.” How many have heard this? The fear is that the staff or teacher will have to focus so much of their time on the child with special needs, that the other children will not get the attention they need or deserve. The reality is that inclusion has been demonstrated to have positive effects for not only the included child, but other children in the environment as well Students without disabilities become more engaged in academics, complete assignments, and build empathy “Learn by Doing” & “Learn by Teaching” – other children can build self-esteem and build confidence in their mastery of a skill by teaching or modeling to the child with special needs.

Planning & Preparation For the adults For the person with ASD or other disorder For the peers Of the environment In order for inclusion to be successful, planning and preparation must occur across all dimensions

Planning for Adults Three most important components are: COLLABORATION Collaboration between adults occurs before the individual is included into the environment and ongoing while the individual is included in the environment

Collaboration Between Adults Includes: A team consisting of a minimum of: The leader of the inclusive environment (e.g. teacher, coach, counselor, employer, program staff, etc.) A “expert” on the individual being included and on inclusion principles (e.g. parent/caregiver, agency staff, YOU!!) The individual being included (if appropriate) A review of the individual Strengths, challenges and needs Creation of goals for the individual in the environment Development of necessary strategies for success

Communication & BRAINSTORMING Development Implementation Evaluation Communication & BRAINSTORMING Successful inclusion involves an ongoing process that integrates development of goals and a plan, implementation of the plan, and evaluation of child progress, which leads back into adjustment/development of the plan as needed. At the core of this process is open communication among all team members, along with PRODUCTIVE BRAINSTORMING!!

Planning for the Individual Most important components include: Priming Observation Teaching

Priming Priming of the environment (visits, pictures, videos, discussion) Priming of the people (visits, pictures, discussion) Priming of the schedule (visuals, rehearsal, discussion) Priming of the activities and materials (visits, concrete objects, discussion) All priming should include positive connections to the individual’s past experiences Priming basically means “preparing” the individual for what is expected in the environment to increase likelihood of success and reduce anxiety about the unknown All priming should include positive connections to the individual’s past experiences Preferred activities, people, peers, etc. Introduce known games in new environments, etc.

Observation Observation of the individual in the environment in which they are included on a regular and ongoing basis Observation of the other people in the environment and the similarities and differences between their behavior/ functioning/performance and that of the individual with special needs Why do you think the second point is so important? To know what skills the individual with special needs should development (i.e. What goals might be targeted?) To know what behaviors are typical and age-appropriate for the individual with special needs. To avoid over-pathologizing behavior (e.g. attention, isolation vs. engagement, etc.) To see how typically-developing individuals engage with each other (e.g. What happens when another kid cuts in line?, What happens if another kid yells out?, etc.)

Teaching Teaching of the actual skills involved in the activity and/or related skills to maximize active participation in the activity or environment Teaching occurs both during the activity as well as outside of the activity or environment (before and after) For example, if you are including a child at the YMCA and the other children are playing basketball, you might start off teaching the child to bounce-pass the ball to a peer several times in a stationary position before moving on to more complicated skills (if the child has never played basketball) Outside of the activity, you might show the child videos of kids playing basketball, discussing the rules of the game and common things to say (e.g. “I’m open!” “Pass to me!” “Nice shot!” etc.) Communication with parents/caregivers is key…what can the individual with special needs work on OUTSIDE of class that would make him/her more successful IN class?

Strategies for Activity Adaptation What is the rest of the class/group doing? What is the activity and what are the expected learning outcomes? What are the desired learning outcomes for the youth? What are the youth’s goals? What are the youth’s strengths? Choose the least restrictive, most appropriate activity adaptation level from the hierarchy listed below:

As Is: Can the youth do what the rest of the group is doing without any adaptations? Adapt Materials or Rules: Can the youth do what the rest of the group is doing with the use of adaptive materials and rules? Multi-Level Curriculum: Can the youth work within the activity, but from a different level of mastery? Curriculum Overlapping: Can the youth be involved in the same activity as the rest of the group, but have a learning outcome from a different area? (e.g. social vs. skill mastery). Substitute Curriculum: Have the youth work on an alternative activity that meets his/her needs in an appropriate and functional way. Curriculum Overlapping is often a primary goal when you are including an individual with multiple disabilities in a skill-based group with typical peers. If the child’s cognitive, communication, or physical ability level is not at a level that allows full participation in the activity, you may be working on learning outcomes from a different domain

Planning for Peers In regards to planning for the peers, the most important components include: EDUCATION The more knowledgeable they are, the more helpful they will be! Peers typically WANT to help, they just don’t always know HOW to help Without adult facilitation, peers’ initiations are sometimes ignored or responded to inappropriately, sometimes leading to peers giving up Let peers know that it’s okay to engage the child with special needs and how to gain his/her attention if needed

Peer Education & Ability Awareness An understanding that we all have unique strengths and challenges A discussion of the different members of the environment’s strengths and challenges An understanding of the individual with special need’s strengths and challenges leading to an acceptance of the individual as a person An understanding of what they can do to assist each other with their challenges (team building and team responsibility Ways to introduce inclusion concepts to peers: Have children share things that they are good at….their strengths. Then have children share things they have challenges with…their weaknesses. Try to allow every child that is willing an opportunity to share. If the child with disabilities can share have them do the same. If not, then the staff can speak for them, or have a parent come in to share for them. You can also have their classmates share what they know. It is important that at least as many strengths are shared as challenges. Facilitate a discussion on class building and on ways we can all support each other with our challenges and reinforce our strengths. Have students come up with specific examples of things they can do. Now do the same, but focus specifically on the child with disabilities. Facilitate discussion and offer specific things the students can do to assist the child with disabilities on growing and learning. It helps to write down the specific strategies and review them occasionally with the class. End with a quick write on why it is important that we are all not the same. Practical discussion about how to answer questions (from peers and other adults) such as: Why does he do that? Why can’t she talk? Are you his mom/brother/dad/etc.? Who are you?

Planning the Environment Identify potential challenges Identify opportunities for success Identify necessary adaptations Set up the environment for success as part of the planning and collaboration process

Addressing Challenging Behavior ALL children exhibit challenging behavior Positive praise Whenever possible, rely on natural consequences in the environment Premack Principle Planned Ignoring Discussion What are some challenging behaviors you have seen in the children in your classes? How are some ways you respond to this behavior? Positive Praise Catch them being good Use specific, positive praise (use the child’s name and describe exactly what the child did) (e.g. “John, I love the way to handed the ball to your friend!”) Praise other children who are engaging in appropriate behavior Natural Consequences What do other peers do? Examples include: If child is being unsafe with materials, lose access to materials for a short duration If a child takes an item from a peer, prompt the peer to say, “Hey, I was using that!” and take (or ask for) it back Premack Principle Principle that a less-preferred activity will be reinforced if it comes before a more-preferred activity (e.g. “First ____, then ____.”). Can be used when a child is resistant to participating in activities Planned Ignoring Ignore the behavior, NOT the child

Inclusion Provides Opportunities for All!

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