Creating an Inclusive Program Middletown, CT October 2, 2009

1. Creating an Inclusive Program Middletown, CT October 2, 2009 Kaela Vronsky, Mentoring and National Center Director Melanie Marzolf, Mentoring and National Center Program Associate Laura Brill, Mentoring and National Center VISTA

2. TRAINING OUTLINE • Introductions • Defining the need: • Defining disability • Disability disparities • Meeting the need: • What is inclusion? • Benefits of inclusion • Indicators of an inclusive program • Applying Inclusion principles: • Inclusion self-assessment • Discussion and Next Steps • Questions and Evaluation

3. DEFINING TERMS Americans with Disabilities Act An individual with a disability is a person who has a physical or mental impairment that substantially limits one or more major life activities.

4. DISABILITY DISPARITIES • Youth with disabilities are particularly vulnerable to bullying • Youth with disabilities four times more likely to become involved in juvenile justice system • 22% of youth with disabilities fail to complete high school, compared to 9% without disabilities • Youth with emotional disturbance and learning disabilities are more than three times as likely than youth without disabilities to become gang members • U.S. Department of Labor's Bureau of Labor Statistics • National Organization on Disability/Harris Survey of Americans with Disabilities. 2004 • National Center on Secondary Education and Transition. 2003. • National Collaborative on Workforce and Disability.

5. DISABILITY DISPARITIES • Why do you think such disparities exist? • Challenges of transition to adulthood • Social isolation • May also fall into other at-risk subgroups • Lack of self-determination • Why is it important to be aware that disparities exist between youth with disabilities and youth without disabilities? • About 50 million Americans have some form of disability • Hidden disabilities - 1 in 7 Americans has a learning disability National Organization on Disability/Harris Survey of Americans with Disabilities. 2004. National Collaborative on Workforce and Disability for Youth, 2005.

6. WHY MENTORING FOR YOUTH WITH DISABILITIES • A 1995 study on the impact of mentoring on adolescents with severe physical disabilities, mentors provided qualitative evidence that their mentees: • Learned how to conquer disability-related barriers • Became more positive about their capabilities and future potential for independence • Became more self-reliant • Expressed increased interest in working, going to college, and living independently • PYD’s experiencessupport these claims!

7. WHAT IS INCLUSION? In-clu-sion (in-kloo-zhun), n –an attitude and approach that seeks to ensure that every person, regardless of ability or background, can meaningfully participate in all aspects of life. http://www.includingallkids.org/what-is-inclusion.php

8. Asset-based, empowering approach INDICATORS OF AN INCLUSIVE PROGRAM • Empathy, humility and a curious spirit • Being proactive • Inclusive etiquette and language

9. INCLUSIVE ETIQUETTE • Avoid making assumptions - When offering assistance – Ask! • Focus on abilities - Avoid pity and excessive praise • Communicate naturally • Be patient • Don’t single anyone out • Make a mistake? Apologize, correct, learn and move on

10. ABILITIES TRIVIA • This actor has dyslexia, and was often bullied in school. Tom Cruise • This person had speaking difficulties as a child, failed the entrance exam for college, but became a world famous physicist. Albert Einstein • This person did not have a successful school experience, but later became a well-known movie producer and cartoonist. Walt Disney Franklin D. Roosevelt • This man used a wheelchair and was President of the U.S. • This famous baseball pitcher was born with a missing limb. Jim Abbott • This person had a form of epilepsy, and helped transport slaves via the “Underground Railroad.” Harriet Tubman

11. INCLUSIVE LANGUAGE • Use “PERSON FIRST” language • A disability is one characteristic of a person, and the language we use should reflect this fact • “Person with a disability” not “the disabled”

12. LANGUAGE TRIVIA Instead of: Say: People with disabilities. • The handicapped or disabled. • She’s learning disabled. She has a learning disability. • She’s confined to a wheelchair/wheelchair bound. She uses a wheelchair/mobility chair. Brain injury • Brain damaged She’s of short stature/she’s a little person. • She’s a dwarf/midget. He has a mental health condition/diagnosis. • He’s emotionally disturbed/mentally ill.

13. WHY BE INCLUSIVE? How would extending a program to actively include youth with disabilities enrich the program? • Youth learn to focus on an individual’s strengths rather than weaknesses • Youth and staff benefit from the unique skills, talents and knowledge offered by youth with disabilities • Provides an opportunity to educate staff and program participants about disabilities • Staff will be better prepared to serve diagnosed and undiagnosed youth already in program • Build the confidence, character, and interpersonal skills of all youth through their interactions with individuals from diverse backgrounds

14. INCLUSION CHECKLIST & DISCUSSION

15. GROUP DISCUSSION 1. What was most surprising to you? 2. What are some areas of strength within your organization and/or program? 3. What are some of the challenges you foresee when implementing changes in your organization and/or program?

16. QUESTIONS & NEXT STEPS

17. RESOURCES & EVALUATION • Included in your information packet: • Disability Inclusion Checklist and Action Plan • Inclusive language and etiquette • Paths to Inclusion booklet • Additional resources