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

2. 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).

3. 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

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

5. 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

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

7. 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

8. 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.

9. 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

10. 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

11. 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

12. 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!!

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

14. 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.

15. 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.)

16. 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?

17. 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:

18. 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

19. 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

20. 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?

21. 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

22. 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

23. Inclusion Provides Opportunities for All!

24. Questions & Comments